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IB  ST    BOOK 


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COMPOSITieN. 

APPLYING  THE  PRINCIPLES    OF  CiRAMMAR 

TO   THE.  ART  OF 

COMPOSING: 

Af,9<,\ 

QIVING  J^ULL  DIRECTIONS  FOR  t>UNCTUATION 


ESPECIALLy   DESIQSED    FDR   THB   08B   OF 

SOUTnjBRN   SCHOOtS, 
BY  ll  BRANSON,  A,  M. 


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sdfc«:«"Va«iMMiWv— 


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PERKINS  LIBRARY 

Uulce    University 


Karc  DooKi 


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I  ^"KJWilWlimm 


FIRST    BOOK 


IN 


COMPOSITION, 

APPLYING   THE    PRINCIPLES    OF    GKAMMAR 

TO    TUS   AIIT    OF 

COMPOSING': 

ALSO, 

GIVING  FULL  DIRECTIONS   FOR  PUNCTUATION  ; 


ESPECIALLY   J)EyiGNED    FOR    TUE    USE   OF 

SOUTHERN   SCHOOLS-; 

BY  L.  BRANSON,  A.  M. 


RALEIGH  : 

UltAJ^SON,   FARRAR  &  CO 

1863. 


£Dt«r«d  aooording  to  Act  of  CongiCBt  in  tlie  Year  1862 . 
BY  L.  BRANSON,  A.  M., 
In  the  Cl«rk*B  Oflic*  ol  the  District  Court  of  the  Confederate  Stateu,  for  the  Eastern 
District  of  North  Carolina. 


JL    M.   90aMAM.  PRUraVtL 


^^^i 
-#^5- 


PREI^^CE. 


No  subject  is  more  difficult  to  the  mind  of  the  Pupil,  than  that 
of  Composition  ;  and  ycf,  strange  as  it  may  seem,  he  is  usually  ex- 
pected to  compose  without  any  assistance  whatever  from  books.— 
Teachers  have  sometimes  objected  to  the  use  of  works  on  Composi- 
tion, lest  the  mind  of  the  pupil  should  be  cramped,  or  the  style  should 
become  artificial,  but  these  are  groundless  objections.  Every  stu- 
dent's style  is  compelled  to  be  more  or  less  artificial  in  acquirement 
and  yet  it  may  be  perfectly  natural  in  its  dis2)osition. 

To  acquire  a  love  of  the  subject,  is  a  great  point  gained  in  the  ac- 
quisition of  any  science.  This  work  is  designed  to  make  the  art  of 
composing  both  easy  and  agreeable. 

As  soon  as  the  student  can  read  intelligibly,  he  may  commence 
the  study  of  jthis  Book.  The  exercises  found,  will  naturally  lead 
him  to  the  habit  of  writing,  and  gradually  draw  out  the  mind  to  the 
practice  of  thinking,  and  finally  to  that  of  independent  composition. 

This  Book  if  studied  before  English  (grammar  will  greatly  aid  the 
pupd  in  the  acquisition  of  that  science,  while  the  more  advanced  stu- 
dent may  find  it  altogether  prt)fitable. 

In  the  hope  that  it  may  be  useful  to  the  young  of  our  great  rising 
Confederacy,  ihe  work  is  respectfully  offered  to  the  public. 


V 


CONTENTS." 


CHAPTER. 


PAGE.    CHAPTER. 


PAGE. 


II. 
ITI. 
IV. 

V. 
VI. 

VII. 
VIII, 

IX. 
X 

XL 
XIL 

xni. 

XIV. 


Letters,  Vcvcls,  Conso- 
nants, Syllables.  9. 
Words,  Articles.  10. 
Nouns,.  12. 
Pronojns.  13. 
Adjectives,  15. 
Verbs,  IG. 
Adverbs,  17. 
Exercise  on  Adverbs,  19. 


Conjunctions, 
Prcpos'.tions, 
Interjections, 
A  Review, 
Miscellaneous 

else, 
MiscelLancous 

cise, 


Excr- 


Exer- 


20. 
22. 
24. 
20. 

27. 


23. 


XV.  The  Subject  28. 

XVI.  Exercise,  '  81, 

XVII.  The   Object — Transi- 
tive &  Intransitive  Verbs,  82. 

XVIII.  Personal,  Relative,  Irf- 

terogative  and  Adjec 
tive  Pronouns,       35. 

XIX.  The   Relative  Pronoun 

and  Relative  Clause,  83 

XX.  Participles — Participial 

Clauses,  80. 

XXI.  A  Review,  41. 
XX[I.  Sentence's,  Phrhses, 

Clauses,  Apposition,  43 
X'XIII.  Composition,  40. 

XXIV.  Description,  48, 


SUBJECTS, 


No, 


r.\G  E.- 


PAGE, 


1. 

Strawberries, 

50 

*'     9. 

Ram, 

02 

2, 

Anls, 

52 

"  10. 

Frost, 

04 

8. 

Frogs, 

53 

''  11. 

Snow, 

CO 

4. 

Flics, 

55 

"  12. 

Ice,  , 

07 

5, 

Bird's-ncsts 

50 

*•  13. 

Night, 

00 

G. 

Chcsnuts,^      • 

58 

"  14. 

Morning, 

71 

7.- 

Knty-dids, 

59 

"  ]5. 

Trees, 

78 

8. 

Apple  Trcor., 

01 

''  10. 

Flowers. 

U 

▼I 


CONTENTS. 


PUNCTUATION. 


LESSON. 


PAGE.  LESSON. 


PAGE. 


1.  Pcriofl,  Interrogation 
Point,  Exclamation  Point,  77 

2.  Colon. and  Semicolon,       79 
8.     Comma,  80 

4.  Exercise  in  Punctuation,  82 

5.  Dash,  Paienthcsi.s,  Brack- 

ets, 84 


C.     Other  Marks  usea  in  Wri  - 
ting,  86 

7.  Exercise  in  Punctuation,  87 

8.  Exercise  in  Punctuation,  88 

9.  Rules  for  the  use  of  Capi- 

tals, .  90 

10.  A  Review,  92 

11.  A  Review,  93 


DIVISION  IL 


PAGE. 


PAGE. 


^0.    1. 

Autumn  Leaves, 

95  No.  8. 

A  Pic-  Nic, 

108 

♦•     2. 

Moss, 

97    "     9. 

A  Sleigh  Ride, 

110 

"    8. 

Wild- Flowers, 

99    "  10. 

A  Menagerie, 

112 

"     4. 

Roses, 

101    •'  11. 

A  Fair, 

114 

"     5. 

Water- Lilies, 

102    "  12. 

Thanksgiving, 

IIG 

"     C. 

Recess, 

104    "■  13. 

Fourth  of  July, 

117 

♦•    7. 

'  Blind  Man's  Buff, 

lOG    "  14. 

Christmas, 

119 

DIVISION   III, 


PAGE. 


No. 


1. 

A  MouTitain, 

121  No.   0 

o 

A  ]Jrr)f)k, 

12a  "    7. 

:]. 

A  Watc'inill, 

125    *'     8. 

4. 

A   Spring, 

127    "     9 

0. 

A  M<  onlight 

Sc( 

no, 

12n    "  10. 

PAGE. 

A  Thunder  Storm,  130 

A  Snow   Storm,  132 

An  Aurora  Boreal  is,  134 

A  Sunrise,  130 

A  Sunset.  1^8 


id 


FIRST  BOOK  IN  COMPOSITION. 


CHAPTER  I. 


LETTERS,  VOWELS,  CONSONANTS,  SYLLABLES. 

What  is  a  litter? 

A  letter  represents  a  sound. 

How  nan  J  letters  are  uied  in  the  Enflish  Language? 

Twenty-six. 
Repeat  them. 

A,  b,  Cy  d,  e,  /,  g,  h,  i,  Jy  Jc,  I,  m,  n,  o,  p,  q,  r,  «,  t,  m,  v, 

What  are  the  letteri  called,  when  taken  all  together? 

'  Thi  Alphabet. 

How  are  these  letters  claasified  ? 

Into  two  distinct  •lassei. 
What  are  these  classes  called  ? 

Vowelft  and  consonants. 

Whick  represent  the  heavier  tones  ? 

Tkt  Tonics — a,  t,  i,  o,  u,  and  w  and  j,  not  toMinencinf 
a  syllable. 

What  are  Tonic  sounds  ? 

Soundi  made  with  tke  mouth  op«n  and  the  tongue  not 
raised. 

Which  letters  represent  the  next  heavier  sounds  ? 

Tke  Subtonics — c,  d,  g,  j,  1,  m,  ng,  r,  v,  w,  y,  i,  wh,  th, 
and  w  and  y  btginning  a  syllable. 

What  are  Suh-Tonic  sounds  ? 

Sounds  made  farther  down  th«  throat,  and  lefs  diftinol 
than  the  T«nic. 


10  FIRST    BOOK    IN     COMPOSITION. 

Which  letters  represent  the  wpirations,  or  breathings? 
The  At-Tonlcs,  f,  h,  ft,  p,  q,  s,  t,  th. 
What  are  At-Tonic  sounds? 

Sounds  without  any   tone,  simply  breathings. 
Of  how  mafiy  sounds  is  the  word  goodneas  composed  ? 
Two,  good  and  nesi.  . 

What  are  scpall  words,  when  used  to  compose  larger  ones,  called  ? 
Syllables. 
What  is  a  syllable? 

One  of  the  natural  divisions  of  a  word. 
How  many  syllables  does  a  wotd  generally  have? 
One  for  each  distinct  vowel  sound  ;  el-e-phant. 
Are  all  words  of  more  than  one  syllabic  really  compound  words' 
They  are. 

When  is  a  syllable  compeund? 

When  it  is  composed  of  more  than  one  letter,  as,  a-word, 
What  do  letters  compose  ? 
Syllables. 

What  do  syllables  compose  ? 
Words. 

What  do  words  compose  ? 
Members  or  dauses. 
What  do  members  compose  ? 
Sentences. 

What  do  sentences  compose? 
Chapters. 


CHATTER     II. 

WORDS — ARTICLES. 

How  do  you  convey  your  thoughts  ? 
By  Words. 

What  does  a  word  indicate  when  spoken  ? 
An  Idea. 


riRST    BOOK    rV    GOMPOSTTIOy.  II 

Through  whit  iTwedium  does  it  convey  an  idea  to  the  minJ  ? 
The  ear. 

What  does  a  word  indicate  when  written  ^ 
An  Idea. 

Through  what  medium  ? 
The  eye. 

Note.   We  hear  spoken  words,  and  sec  those  which  are  written. 
How  are  words  divided  ? 

Into  parts  of  speech. 

Why  are  they  thus  divided  ? 

For  convenience. 

How  many  parts  of  speech  and  what  are  ttity  called  ?» 

Nina:    viz.,  Article,  Noun,  Pronoun,  Adjective,  Verb, 
Adverb,  Conjunction,  Preposition,  and  Interjection. 

Which  is  the  simplest  part  of  speech  ? 

The  Article. 

What  is  an  Article? 

An  Article  is  a  word  placed  before  another  word  to 
limit  its  meaning. 

How  many  Articles  are  there  ?  , 

Two  ;  A  and  The. 

When  we  say  the  man,  what  do  we  mean  ? 

Some  particular  rnan.    / 

When  we  say  a  man,  what  is  meant? 

Any  man. 

What  is  the  called? 

A  definite  Article. 
Why?     . 

Because  it  points,  out  some  person  or  thing  definitely. 

What  is  a  called  ? 

An  indefinite  Article. 

^V^hy  ? 

Because  it  points  out  some  person  or  thing -in defi nit ely . ^ 

Why  is  71  used  after  a  frequently,  as  a?i  enemy  ? 

To  prevent  two  tonic  sounds  from  coming  together. 


l2  FflAT    BOOK    Mr    OOMPOSirfOW. 

"Where  ie  a  uied  ? 

A  is  need  before  words  commencing  with  sub-tonic 
sounds,  as,  %  cat,  a  goat,  m  man,  a  unit,  a  eulogy. 
Where  is  n  uied  after  the  a  f 

Before  words  commencing  with  a  tonic  sound;  as,  an 
enemy,  an  hour. 


CHAPTER  III. 

NOUNS. 


What  is  the  next  part  of  speech  in  order  ? 
The  Noun. 

Wkat  are  the  names  of  all  persons  and  things  ? 
Nouns. 

What  is  North  Carolina? 
A  Noun.- 

How  do  you  define  a  Noun  ? 

A  Noun  is  the  name  of  any  person,  place,  or  thing ;  as, 
John,  Raleigh,  Btok. 

How  many  classes  of  nouns  are  there  ? 
Two ;  Common  and  Proper. 
What  is  a  conmon  noun  ? 

A  common  noun  is  a  common  name ;  as,  towriy  city^  tree, 
eow. 

Define  a  Proper  noun. 

A  Proper  noun  is  a  proper  or  particular  name ;  as, 
Ohtirles  Fisher,  Newhern,    Yadkin, 

How  do  proper  nouns  always  commence? 

With  a  capital  letter. 

Is  Tennessee  a  common  or  proper  noun  ? 

A  Proper  noun,  because  it  is  a  particular  name. 

What  kind  of  a  noun  is  State  f 

A  common  noun,  because  it  is  a  name  giveti  to  all  States. 


FIRST    BOOK    IN    COMPOSITION,  Id 

EXERCISE, 

Fill  up  the  following  sentences  by  inserting  in  plate  of  the  dash 
)  iv^ common  or  a  proper  noun,  as  may  be  needed. 


ExAXPLi. is  planted  in  April.    » 

FiLLBD.     CotUn  is  planted  in  April.  « 

1.  \ —  is  a  Confederate  State. 

2.  Gen. reduced  Fort  Sumter. 

3.  South  Carolina  is  the  greatest country  in  the  Confede- 
rate States. 

4.  Louisiana  raises  more than  any  other  State  in  tho  Con- 
federacy. 

5.  The  mountains  of  Nor£h  Carolina  are  9,  great of  reiort 

for and  pleasure. 

6.  The  Sea are  pleasant  and  healthy. 

7.  Nearly  all  the of  America  is  raised  in and  — . 


CHAPTER  IV. 

PRONOUNS. 

What  is  the  word  Pronoun  composed  of? 

Pro,  which  means  for,  and  noun,  a  name. 

In  the  sentence,  '*  Willis/m  learns  hit  Utioriy^^  what  does  his  stand 
for  ?  ^ 

The  Name  William. 
Could  we  dispense  with  the  word  his  f 
Yes;  by  saying  William  learns  Willian^'s  lesson 
Then  why  do  we  use  the  word  his? 

Because  it  is  shorter  than  the  noun  William,  and  an- 
swers the  same  purpose. 
What  do  we  call  all  words  standing  for  nouns  ? 

Pronouns.  , 

Define  a  Pronoun. 

Pronouns  are  used  instead  of  nouns,  ^ 

Are  they  always  used  instead  of  nouns? 

No ;  sometimes  they  only  relate  to  nouns,  and  some-     # 
times  merely  point  them  out. 


it  FlKSl    litJUU     IN    COM!  031ilu:>. 

Mention  the  Pronouns  that  stand  for  persons  and  things 

J,  thoUy  he,  sJie,  it. 
AVhat  a.re  these  called  ? 

Personal  Pronouns. 
Mention  those  relating  to  nouns. 

Who,  which,  that,  and  what. 
Giro  an  example. 

JTe  is  the  man,  who  captured  the  flag. 
Mention  the  pronouns  that  simply  2^oint  out  nouns; 

This,  that,  any,  one,  all,  such,  soone,  both,  another,  none, 
^ach,  every,  either,  neither. 
Give  an  example. 

That  man  is  sober ;  both  boys  were  to  blame. 
What  are  these  c-alled  ?  *  '   - 

Adjective  pronouns. 

You  should  take  sullicicnt  notice  of  these  pronouns  to  know  thtni 
wherever  you  see  thcni,  since  they  arc  used  very  often  in  all  books. 

EXERCISE. 

Ill  the  following  sentences  insert  2>ro?wuns  to  fill  the  dashes. 

ExAMPLB.     The  hail  has  broken corn. 

FiLLRi).     The  hail  has  broken  mp  corn. 

I.  Abraham  Lincoln  led people  into  war. 

0   2.   I  will  obey  parents. 

'.i.  The  Soutb  is nalire  land. 

4.  Gire  ni« «—  pencil.     1  will  tctnrn . 

5.  People  love  the  land  of birth. 

0.  Are g^'ino  l"^  learn lesson  ? 

7.  I  gave  the  beggar hat,  aiul thanked  me  very  po- 
litely. 

8.  Jefferson  Davis  dcfendeil Country  bravel^'jland  deserves 

great  applr.u><e  for patrioti.'-ni. 

9.  Napoleon  desired  to  render name  immortal  by  conquer- 
ing Emiiires  and  extending • —  rifle  over  all  the  world. 

10.  The  cliniale  of country  is  sojl  and  buhiiy  ;  no 

land  is  more  hi^^hly  favoreil. 

II.  Those  people live  in  North  Carolina  hhealthy  alech 

and  delightlul  climate. 

12..  \Vabhington,  in • youlh,- and   thiougliont  =■ whole 

life,  adhered  strictly  \^)  the  Ijulh,  and  Ihu.s  si;L  an  cxiiiiiplc,  which 
ought  to  follow. 

IIJ.  The  works  of  creation  invite^ to  conttlnplat«  the  great. 

ness  and  goodness  of Creator. 


iluil    EjuK    IN     ^JUMi'Obn■lU^'.  15' 

14.  If think never  do  wronp; deceive , 

for  almost  every  moment are  guilty  of  sin. 

15.  General  Andrew  Jackson,  at  the  battle  of  New  Orleans^  showed 

'—  valor,  by  bravely  commanding; own  men,  and  entirely 

routing of  the  enemy,  and  killing  many  of on  the  field. 


CHAPTER  V. 

AEJECTIVES. 


What  is  the  next  pait  of  speech  called? 

The  Adjective.     *  ' 

In  the  sentence,  ^''Apple's  are  good  fntii,^^  which  word  is  a  noun? 
Fruit  is  a  noun,  Lccausc  it  is  a  name. 
Which  word  describes  fruit? 
„  Gopd. 
What  pafrt  of  speech  is  good? 

An  Adjective. 

An  Adjective  is  a  word  used  to  describe  05  limit  a  noun  or  pronoun 
Oivc  one  or  two  examples. 

A  bad  boj.  A  larc/e  tree.  A  great  ox.  Samuel  is 
iMsobcdient. 

In  the  examples  given,  which  words  arc  adjectives? 
Brxd^  large,  r/reat,  and  duohcdient. 
What  other  kind  of  adjectives  do  we  have  ? 

Numeral. 

Give  a  few  examples. 

Three,  seven,  eight,  third,  seventh,  eighth. 
What  do  thes^  words  express?. 

Number.  All  numeral  adjectives  express  www^t^r. 

I"- 

EXERCISE. 

Complete  the  following  sentences  by  inserting  an  adjective  in 
place  of  each  dayh.     Do  not  use  the  same  adjective  more  than  once. 

tiXAMtLE.     A day.     Putting  in  an  adjective,  a  rainy  day; 

n  vlcam-iif,  day -^  nn  u/ijor/unjlc  day. 

1.   In  New  England  it  is  very. -^ during  winter,  and 

deaths  occur  from,  the  ritrors  of  the  climate. 


1^6  FIK.M    uuuK    IN    COMPOSITION.  • 

2.  Winter  in  the  West  Indies  is and  the  climate  is  delight- 

•ful  for persons. 

3.  Columbus  was  the man  that  crossed  the Ocean. 

lie landed  on  one  of  the  West  Indie  islands,  and  performed 

worship  to  the •  Creator. 

4.  The  whale  is  a animal ;  he  often  do«s daaage 

^ith  a  stroke  of  his  tail. 

5.  Wc  lire  in  a mansion,  which  has chimneys. 

6.  In    the    woods  wc  may flowers ;  the rose,   th« 

dandelion,  and  the lilly. 

7^  J3e  ft boy  while  at  school,  and  you  may  make  a 

fnaa  when  you  arc  old. 

8.  John  has  studied  the lesson  and  deserves  a grade, 

9.  Remember  to  be to  your  teachers  and to  youir 

parent'^. 

10.  William  has  a book,  a sJate,  and  a  — ^ uni^ 

form. 


CHAPTER  VI. 

VERBS. 


What  is  the  fifth  part  of  speech  called  ? 

The  Verb. 

In  tke  sentence  "  Sarah  reads  LatiHy^  which  word  tells  what  Sa- 
rah d«cs  ? 

Reads. 

In  the  ficnlence,    *'  Mary  sleeps,"  which  word  tells  us  the  state 
Mary  is  in  ? 

Sleeps. 
What  do  we  call  reads  and  sleeps  ? 

Verbs. 
What  is  a  verb? 

A  verb  is  a  word  that  expresses  action,  or  a  state  of 
being.  ^ 

In  the  sentence  "  William  m  indnstrious^^^  what  part  of  speech  is. 
William,  and  why  ?     What  is  is,  and  why  ?     What  is  good^  and  why  ? 

EXERCISE. 
Where  a  dash  occurs  insert  a  verb  that  will  complete  the  sense. 
Example.     The  trees' l;ir^  roots,  so  as  to the  win- 
ter winds. 


FIRgT    BOOK    IK     COMPOSITIOlf.  IV 

CoMPLETBD.     The  tre«s  have  large  roots  so  as  to  resist  the  winter 
winds. 

1.  In  tutumn  the  firmer his  harrest,  and it  away 

in  barns.     The  leares from  the  trees,  and  the  wind 

through  the  branches. 

2.  WiMit«ver  y«u to  do,  it  quickly ;  nerer 

(till  to-morrow  what to.  day. 

3.  Let  ui early,  and much  work. 

4.  Cows milk,  which  we into  butter  and  cheese. 

5.  Richard .to  th«  concert,  and Dixie's  Land  sung. 

6.  A  farmer a  snake,  almost  froEen  to  death,  under  a  hedge  ; 

moved  with  compassion,   he it  to  his  house,  and it 

snoar  the  fire.     No  sooner  did  the  heat to  revive  it,  than  the 

«nak« upon  his  wife, ©ns  of  his  childreii,  and 

the  whole  family  ink*  terror  and  confusion.     '*  Un^ratef  ul  wretch !" 

the  farmer;  "I  find  it useless  to favors  on  the 

undeservting."     With  these  words  ho a  hatchet,  and 

the  snake  into  pieces. 

7.  Indian  tribes in  the  forest.     They  sometimes  -^ the 

white  ma©  as  ho  • •  on  kis  journey,  and goods  From  him. 

8.  The  horse a  noblo  animal.     Ho  can ,  or , 

and  at  the  same  time a  man  on  his  back,  or a  wagon 

behind  hits. 


CHAPTER  VII.     ' 


1^ 


ADVERBS.  ' 

What  is  the  sixth  part  of  speech  called  ? 

The  Adverb. 
What  is  the  moaning  of  the  word  Adverb  ? 

Joined  to  a  verb. 
Why  are  adverbs  joiued  to  verbs  ? 

To  modify  them. 

In  the  sentence  *^  Beauregard  fought  hraoehj,^^  what  word  tells 
liow  ke  fought  ? 

Bravely. 

Then  Irately  is  joined  to,  or  modifies  what  word  ? 

The  verb  fought. 

What  part  of  speech,  then,  is  Ivazely^ 

An  Adverb. 


18  FIKST    BOC^K    IN    COMPOSITfON' 

Are  adverbs  ever  joined  to  any  other  words  besides  verbs  ? 

Yes;  adverbs  modify  verbs,  participles,  adjectives,  an  J 

other  adverbs. 

In  the  sentence,  '*  Beauregard  /ought  very  Ircfvely,^^  what  word 
tells  how  bravely  Beauregard  fought  ? 

Very. 

Thea  tery  is  joined  to  hravdy  ;  what  part  of  speech  is  bravely  f 

An  Adverb.  * 

Then  since  very  is  joined  to  the  adverb  bravely,  what  part  of  speech 
is  it?-  .  ^ 

An  Adverb.  ? 

In  the  sentence,  '■'■John  is  very  diligent,''^  to.wliat    is  very    joined 

To  the  adjective  diligent. 
What  part  of  speech  is  it,  then  ? 

An  adverb. 
^Yhat  is  an  adverb  ? 

An  Adverb  is  a  word  used  to  modify  verbs,  adjectives, 
and  other  adverbs. 

Select  the  advcrbg  in  the  following  sentences,  and  tell  what  words 
they  modify. 

1.  James  talks  sensibly. 

2.  He  studies  very  hard,  and  stands  well  in  bis  class. 

3.  I  like  him  very  niucli. 

Mention  some  of  the  principal  classes  of  adveii)s. 
,     1.  Adverb*  of  manwer,   whicli  end  for  the  most  part    in  ly ;   as 
swiftly,  boldly,  quickly,  slowly,  handsomely,  &.-,. 

2t.  Adverbs  of  tim(^;  as,  now,  then,  yc:5tcrday,  to-day,  to-morrow, 
immediately,  often,  always,  never,  ever,  again,  soon,  seldom, .hitherto, 
«fec. 

3.  Adverbs  tf  place;  as,  here;  there,  hither,  thither,  whither, 
hence,  thence,  where,  and  its  compounds  nowhere,  elsewhere,  any- 
where, «fec. 

4.  Adverbs  of  quaatity  ;  as,  much,  little,  cnouf^h,  &c. 

5.  Adverbs  of  degree  ;  as,  very,  almost,  ne^irly,  &<:. 

What  other  words  express  m  inner  and  are  liable  to  be  confounded 
with  adverbs  of  manner  V 

Adjectives. 

What  is  the  differenf^o  be' ween  them  ? 

An  adjective  is  a  word  used  to  describe  a  noun  ;  an  ad- 
verb, to  describe  or  modify  a  verb,  an  adjective,  or  anoth- 
'  er  adverb. 


.  FIRST    BOOK    IK    COMPOSITION.  19 

1    How  can  you  tell  thetn  apart  ? 

When  a  word  expressing  manner  is  joined  to  a  noun  or 
pronoun,  it  is  an  adjective;  when  it  is  joined  to  a  verb, 
adjective,  or  adverb,  it  is  an  adverb. 

EXERCISE. 

Make  a  list,  in  order,  of  the  adjectives  that  occur  in  the  followiHg 
sentences. 

Make  a  separate  list  •(  the  adverbs,  in  order. 

1.  The  early  hours  oC  sleep  are  the  most  sweet  and  refreshing. 

2.  The  Bedouin  Arabi  are,  for  the  most  part,  small,  meagre,  and 
tawny. 

3.  Quicksilver  ig  ft  valuable  mettl ;  it  has  hitherto  been  imported 
chiefly  from  Spain,"  Germany,  and  Peru. 

4.  i  will  assist  you  most  cheerfully  if  you  will  be  careful  and  at- 
tentive. 

5.  Those  who  are  virtuous  may  not'  always  be  happy  here,  but 
they  will  certainly  receive  their  reward  kereafter. 

6.  Large  armies  generally  march  slowly. 

7.  tfe  who  forms  conclusions  too  quickly,-  often  forms  them  incor- 
rectly. 

8.  If  you  are  attentive  you  will  learn  grammar  very  fast. 

9.  The  Portugese  were  once  the  most  enterprising  navigators  of 
Europe ;  they  founded  colonies  in  many  parts  of  the  world,  before 
totally  ■unkno\\  n. 

10.  I  have  heard  better  singing  to-day  than  I  ever  heard  before. 
81. 11.  He  who  tries  hard,  seldom  fails  to  succeed. 


.  CHAPTER  VIII. 

EXERCISE  ON  ADVERBS. 


'  Where  a  dash  occurs  insert  an  adverb  that  will  complete  the  sense. 

Example.     I  labored . 

Completed.     I  labored  ffiithfully. 

1.  Josephine  sings ,  and  dances 


The  house  is  — —  tall,  and  is "built. 

3.  We  are going  to  the  grave. 

■1.  Tsaw  him ;  ho  was  running down  the  hill  side. 

5.  Listen ,  and  you  will be  able  to  understand  the 

subject.        .  •        ~ 

6.  General  Stuart — started  in  pursuit;  he  — ^ overtook 

the  encrax, led  on  the  attack  in  person,  and  gained  a  complete 

victory. 


20  •     •        FIRST    BOOK    IN    COMPOSITION. 

7.  Tim*  pa'^t  — returns ;  improve  the'  moments,  iherefort,  t» 

as  you  can. 

8.  The  horse  trotted .     John  ate . 

0.  The  lion  roars .     The  kitten  plays . 

10.  The  rain  b«gan  to  fall ,  and  they  were wet. 

11.  The  poor  boy  was hurt 

12.  This  room  will  hold  twenty  persons  very . 

13.  He gave  the  poor  man  his  purse. 

14.  When  ar«  you  goine:  ? . 

16.  Do  you  8»e  him  ?    Yes  he  is . 


CHAPTER  IX. 

CONJUNCTIONS. 

What  is  the  seventh  part  of  speech  called  ? 

The  Conjunction. 

When  I  say  "  Mary  learns  her  lesson,"  what  is  the   expressioni 
called  ? 

A  sentence. 

What  is  a  sentence  ? 

Such  an  assemblage  of  words  as  makes  complete  senes.. 

Would  *'  Kate  to  the  fait\^^  be  a  sentence  ? 

No;  because  it  would  not  make  complete  sense. 

Make  a  cotnpltt«  sentence  •f  it. 

*'  Kate  has  gone  to  the  fair." 

In  the  aentance  ^^Jamet  got  up  early  and  went  to  marJcet"  how 
many  parta  ara  there,  an4  what  are  they  ? 

Two  ;  "James  got  up  early  "  is  one,  "went  to  market'*' 
is  the  other. 
What  are  Buah  parts  of  a  sentence  called  ? 

Clauses. 
What  word  connecta  tha  two  clauses  in  the  above  sentence  ? 

And, 

What  dacs  the  word  conjunction  mean  ? 

A  connecting  together.    ' 

What,  then,  may  an<2,  and  all  such  words  ae  conneet  ckiuses,  b» 
called? 

Conjunctions,  ^ 


FIRST   BOOK    IN     COMPOSITION.  21 

Do  conjunctions  ever  connect  any  thing  else  besides  clauses  ? 
Yes ;  conjunctions  connect  words  also. 
Give  me  a  sentence  in  which  there  is  a  conjunction  cwnecting 
words. 

''Mary  turned  and  wept^  here  the  conjunction  and 
connects  the  verbs  turned  and  wept. 
Give  me  another. 

'^aeorge  and  Heyiry  have  gone  to  Raleigh  T  here  the 
conjunction  and  connects  the  nouns  aeorge  and  Henry. 
Now  tell  me,  what  is  a  conjunction  ? 

A  conjunction  is  a  word  used  to  connect  other  words 
and  clauses. 

Mention  some  of  the  principal  conjunctions.       , 

« 

And,  because,  if,  that,  or,  nor,  eithei',  neither,  but,  lest, 
notwithstanding,  therefore,  though,  unless,  than,  as. 

What  is  a  sentence  ? 
What  is  a  clause  ? 
What  is  a  conjunction  ? 

EXERCISE. 
Where  a  dash  occurs,  insert  a  coajunction  that  will  compUte  the 

sense.  ,      ,  . 

Example.    He  went  to  the  ball, he  was  ordered  to  remam. 

Completed.     He  went  to  the  ball,  alihough  he  was  ordered  to  re- 

1.  Either  you  must  go, I.     John Mary  are  hr  re. 

2.  Neither  the  wagon, tl^e  carriage  has  arnvtd. 

3.  We  will  not  go    fishing, it  rains. 

4.  Hannibal  took  an  oath  -^  he  would  conquer  the  Romans. 

5.  He  did  not  get  a  premium, he  did  not  deserve  it 

6.  Mary  has  excellent  parents, she  is  a  bad  girl. 

T.  Do  not  buy  the  book you  can  get  it  for  a  shilling. 

8.  I  like  to  see  a  hard  shower, 1  nev^  walk  out  m  oae. 


Ot> 


FIKST    BOOK     TX    f'0MP0aiTIO«. 


9.  My  father mother  are  going  to  Raleigh  to  mort'ow M 

be  clear. 

10.  Let  those  who  stand,  beware they  fall. 

]  1 .  The  happy  often  forget others  are  miserable. 

12.  General  Lee  defeated  the  Yankees, his  army  was  much 

SQialler ^  theirs. 

13.  None  will  deny the  hawk  flies  more  swiftly the  pi- 
geon. 

14. you  do  your  duty  you  will  not  be  blamed. 

15.  I  saw  my  cousin I  was  turning  the  corner. 


CHAPTER  X. 

PREPOSITIONS. 
What  is  the  eighth  part  of  speech  called? 
The  Preposition. 

In  the  sentence,  "  William  walked  to  Charleston^''''  what  word 
shows  the  relation  between  William\s  iralJcin^  and  Charleston?  . 

To, 

How  is  this  word  to  placed  ? 

i3efore  the  noun  Charleston. 

What  does  the  word  preposition  mean  ? 

A  placing  before. 

What  then  may  we  call  to^  and  all  similar  words? 

Prepositions. 

What  is  a  Preposition? 

A  Preposition  is  a  word  placed  before  a  noun  or  pro- 
noun, to  show  the  relation  between  it,  and  some  other 
word  or  words  in  the  sentence. 


■■"'.'i>lA>:!?« 


FIRST    BOOK    IN    COMPOSITION. 


23 


Mention  the  principal  prepositions.* 


among 

behind 

for 

through 

around 

below 

from 

throughou* 

about 

beneath 

in     c 

to 

above 

beside 

into 

towards 

across 

between 

instead  of 

up 

according  to 

beyond             . 

near' 

upon 

after 

by 

of 

under 

against 

concerning 

on 

unto 

amidst 

down 

out  of, 

with 

at 

during        . 

over 

within 

before 

except 

respecting 

without 

EXERCISE.        . 

Wherever  a  dash  occurs,  insert  a  preposition  that  will  complete 
the  sense. 

Example.     Xothing  can  be  accomplished an  effort. 

Completed.     Nothing  can  be  accomplished  icithout^n  effort. 

1.  In  Greenland,  the  people  live wretched  huts. 

2.  Steamboats  r^in  — —  Vicksburg Memphis. 

3. the  summer,  the  cattle  love  to  lie shady  trees. 

•    4.  The  camel  has  a  hump ■  his  back. 

5.  • patience  and  perseverance  you  may  attain  the  highest  sta- 
tion   seciety. 

6.  He  gave  the  book me,  apd  I  placed  it the  table. 

7.  You  must  perform  examples the  rule. 

8.  It  is  dark* sunset. 

9.  She  lives Piedmont,  twenty -five  miles Salem. 

10.  A  large  rock  hangs the  path. 

11.  The  sailor  likes  to  get port. 

12.  Always  keep  virtue  and  duty your  eyes. 

13.  I  live my  father! 

14.  A  farmer  was  bitten  — —  a  snake,  while  he  was  standing • 

the  weedvS. 

\  15.  The  ferry-lBoat  will  take  us the  river. 


•^•TlKj  pupil  <jiiy:hl  to  commit  tliiblist  to  memory. 


34  TIROT   BOOK    1^   COMPOS ITIOfir. 

CHAPTER  XL     ' 

INTERJECTIONS. 
What  is  the  ninth  and  last  part  of  speech  ? 

The  Interjection. 

In  the  sentence  '^  Alas!  I  am  undone  P''  what  word  is  thrown  Id 
to  express  the  sorrow  of  the  spfeaker  ? 

Alaa  ! 

What  does  the  word  interjection  mean? 

A  throwing  in. 

What,  then,  may  alas  !  and  similar  w©rds  ba-  called  ? 

InterjectionB. 

What  is  an  Interjection  ? 

An  Interjection  is  a  word  used  to  express  some  suddea 
feeling  of  the  speaker. 

What  are  the  principal  ftelings  which  are  expreraed  ¥y  inteijeo- 
tions  ? 

Sorrow,  triumph,  disgust,  wonder  •  there  are  also  in- 
terjections of  calling,  of  attention,  of  saluting,  of  taking 
leave. 

Mention  the  principal  interjections  of  sorrow.* 

Oh  !   ah  !  alas  !   alack  ! 

Mention  these  expressing  triumph. 

Hurrah  !  huzza  !   bravo  !   aha  ! 

Mention  those  expressing  disgust. 

Indeed!   fudge!   pshaw!    tush!    away !  .begone ! 

Mention  those  expressing  wonder. 

Indeed  !   strange  !   what ! 


FIRST   BOOK    IS  ^OMPOBITION.  2S 

Mention  those  of  calling. 

Hallo!   ho! 
Mention  those  of  atttntion. 

Behold !   lo !   hark  !   listen  !   see  !   hush !   hist ! 
Mention  those  of  saluting. 

0  !  (0  is  always  used  with  a  pronoun,  or  the  name  of 
an  object  addressed ;  as,  0  thou  !  0  James  !)  welcome  ! 
hail ! 

Mention  those  of  taking  leave. 

Adieu !   farewell !  good  b'ye  ! 

What  mark  is  that  ( ! )  which  you  see  placed  after  ^ach  of  tke  above 
interjection^  ?  * 

An  Exclamation  Point. 

When  jou  write  an  intorj«ctioa,  what  must  y«ii  place'after  it? 

An  exclamation  point. 

In  the  exercise  that  follows,  how  will  you  know  which  of  the  aboye 
interjections  to  insert  in  place  of  the  dash  ? 

1  will  read  the  whole  sentence,  and  put  in  an  interjec- 
tion that  is  appropriate;  thus,  if  the.  sentence  express 
sorrow ^  I  will  insert  an  interjection  of  sorrow  ;  if  wonder^ 
I  will  insert  one  of  wonder,* kc. 

'   EXERCISE. 

Where  a  dash  occurs,  insert  a  suitable  interjection. 

E3:ample. !  the  victory  is  ours  I 

.Completed.     J?wrraA/  the.  victory  is  ours  1 

1.  !  I  am  surprised  at  this. 

2.  My  house  is  on  fire ;  1  I  am  undone. 

8-  1  what  strange  figure  is  this  that  is  approaching  ? 

^'  !  my  friend ;  I  am  glad  to  see  you. 

^'  !  the  cannon  are  booming ;  the  battle  has  begun. 


■J\> 


6..  !  dif.hoiif-  L  wretoli ;  I  despise  thee!     ■ 

7.  !  our  friend  ha'^  ronquered. 

H,  1  stranger;  will  you  tell  a  Iravollor  where  he  i?  ? 

9.  !  no  one  can  tell  how  much  the  j^oor  suffer. 

10. !  Is  it  thus  you  behave? 

]1.  T  hope  you  may  have  a  pleasant  journey. ! 

12. !  what  noise  was  that  ? 

13. !  poor  fellow  I  I  am  sorry  for  him. 

14. !  John,  where  are  you  going? 

15.  Who  is  that?  !  ho  is  descending  the  hill. 

1%. !  is  it  really  so!  impossible! 

17. !  thou  blessed  sun,  that  spreadest  gladness  over  the  earth. 

18. !  I  am  at  the  head  of  my  class. 


CHAPTER  XTI. 
A  REVIEW. 

[The  pupil  has  answorod  all  the  questions  given  below,  ns  tbfly  occurred 
\u  the  preceding  lessons;  but  as  ho  mij'  have  foVgotton  some  of  them,  he 
must  look  back  for  the  answers,  and  loarn  them  carefully.] 

What  ^8  a  letter? 

^\'hat  is  a  vowel?     Name  the  vowpIs. 

What  is  a  consonant?     Name  the  consonants. 

What  two  letterj  are  somoiimep  vowels,  and  at  other  times  consonants? 

*'«'hen  are  they  vowels,  and  when  consonants? 

Whnt  is  a  syllable  ?  ,, 

^''b&t  is  a  word  ? 

ll'iw  many  parts  of  fpeecb  are  there?     Mention  tliem. 

What  is  an  article?     Mention  the  articles.  , 

A" hat  is  a  noun  1    Give  an  exannplo. 

Iluw  many  kinds  of  nouns  are  there?  What  is  a  proper  noun?  What  is 
s  romrnon  noun  ? 

Whnt  is  a  pronoun?     Mention  the  principal  pronouns. 

What  is  an  adjective  ?     Give  an  example. 

What  is  a  verb  ?     Give  an  example. 

What  is  an  adverb?  Give  an  example.  Mention  the  different  Id'ndfl  of 
adverbfj,  and  give  an  example  of  each. 

V^bai  is  a  ientence  '-'  * 


What  are  distinct  members  or  parts  of  sentences  called? 
"What  is  a  conjunction?    Mention  some  of  the  principal  conjimctiona. 
Wliat  is  a  prepofiition  ?     Mention  some  of  the  principal  prepositions. 
What  is  au  interjection?     What  are  the  principal  classes  of  interjections? 
Meotion  on^c  of  ^ach  class. 


CHAPTER  XIII. 

MISCELLANEOUS  EXERCISE. 

In  thifl  lesson  and  the  next,  the  pupil,  wherever  a  blank  occurs,  must  insert 
whatever  part  of  speech  is  reqiaired  to  complete  the  sopse.  Following  th« 
spelling  sad  puactuation  of  the  book. 

Martins. 

Martins  a  kind  of  swallows.     Tliey  feed         .fJies,  ,  and 

other  insects,  ami  skim  swiftly  therugh         '  air,  in  pursuit  of  their 
proy.     In  the  morning  are  up  by  day-break,  and  twitter  about 

your  window,  while  are  asleep  bed.     They  a  e  harm- 

less, and,  as  people  do  not  molest  them,  they       .    build  their 
in  towns  villages.     They  are  small  birds,  but  a  great  deal. 

I  will  a  couple  of  stories,  illustrating  their  sagacity* 

A  pair  of  martins,  who-         their  nest  in  a  porch,  had  some 

young  ones;  and  happened  that  one  of  them,  in  to  climb 

the  side,  fell  out,  and  striking  the  st«nes,  was  killed. 

The  old  ,  seeing  this  accident^  went  and  strong  pieces  of 

straw,  and  fastened  them  mud  all  around  the  ,  i.i  order  to 

Iceep  the  fro'ixi  meeting  a  similar 

Here  is  ^mother  about  them.     AVhile  a  martin  was  absent  from 

bis  nest,  one  day,  a  cock-sparrow  took  possession  it ; 

when  the  owner  and  to  enter,  he  put  out  bill,  and  com- 

menced pecking  at  him.  The  martin,  not  •  pleased  with  this  in- 
vasion of  his  ,  flew  away,  and  a  number  of  his  companions. 
They  aK  came  the  nest,  with  bits  of  clay  in  their  ,  with 
which  plastered  up  the  to  the  nest;  so  the  sparrow, 
unable  to          foo^J  and  air,          died. 


28  ♦  FJE8T   BPOK   IN   OOMPOSITfON, 


CHAFER  XIV, 

EXERCISE. 
The  Dukb  and  the  Galley- Slaves. 

TDbe  King  of  Spain  once  ga?e  to  Duke  of  Ossuna  to  re- 
lease such  of  the  galiey-siaves  as  might  think- proper.  The 
DxlkQ^  as  he  among  the  slaves  who  were  at  the  oars,  asked 
thera  in  succession  of  what  crime  they  had  guilty.  They  all 
pnijcsted  innocence,  and  him  that  they  had  been  unjustly 
On€  attributed  his  condemnation  to  the  of  an  enemy,  another 
to  tie  of  his  judge.  At  last,  however,  he  one  who  admit- 
ted that,  to  save  his  from  starving,  he  had  robbed  a  man  of  , 
on  highway.  The  Duke,  he  heard  this,  gave  him  a  sfroke 
the  back  his  band,  and  said,  "Get  you  gon^  you  rogue, 
from  the  of  honest  men."  So  who  confessed  fault  was. 
released,  while  the  ,  for  their  want  of  were  compelled  to 
at  their  labors. 

fPhus  we  see  we  are  not  likely  to,  iose  any  thing;  by  a.  ad;- 

nnkssion  of  faultF, 


CHAPTER  XV. 

THE  SUBJECT. 

"When  I  Fay,  "  Charles  walks''  who  is  it  that  I  Bpeak  about? 
Charles. 

'    In  the  eeDtdncfif  **The  oak  Jias  been  cut  down,"  what  is  it  that  I  epeak: 
about? 

The  oak.    * 

What  do  we  call  Charles,  oak,  and  all  vTorda  respecting  whioh  «,n  actioa. 
or  state  18  affirmed? 

FUEJECTS. 


FIRST    BOOK    IN     COMPOSITION,  29 

What  is  the  sabjeot  of  a  verb  ? 

The  subject  of  a  verb  is  that  respecting  which  the  action  or 
«tate  expressed  by  the  verb  is  affirmed. 
How  may  you  always  find  the  subject  of  a  verb  f 

Put  the  word  toho  or  what  before  the  verb,  and  the  answer  to 
the  <^uestion  will  be  the  subject. 

Give  me  an  example.    In  the  sentence,  "John  went  to  market,'^  what  is 
the  subject? 

Put  wAo  before  the  verb,  and  the  answer  to  the  question  will 
be  the  subject;  thus,  "  Who  went  to  market?"  Answer,  John. 
Johfij  therefore,  is  the  subject. 

In  the  sentence,  "  Vwtue  is  a  source  of  happiness,"  find  the  subject  in  the 
a  me  manner  as  above. 

Put  toJiat  before  the  verb;  "PTAa/is  a  source  of  happiness?' 
Answer,  Virtue.     Virtue  is  the  subject. 

In  the  same  manner  select  the  subjects  in  the  following  sentences  : 
Bees  make  honey.  '  Virginia  is  a  large  state. 
Quarrels  are  unpleasant.     Charles  was  late  at  school. 
The  flute  makes  fine  music.     We  are  tired  of  walking. 
The  machine  was  invented  in  England.     You  are  wrong, 
ixratitu^e  is  a  noble  feeling.     Science  enlarges  the  mind. 
They  are  very  sick.     We  were  disappointed. 

In  the  Ia«t  two  sentences,  what  are  the  subjects? 

They  and  we. 

What  part  of  speech  are  they  and  we  ?  , 

Pionouns. 

May  pronouns,  then,  be  subjects  of  a  verb  ? 

They  may. 

In  the  sentence,  "  To  steal  is  base/*  find  the  subject  as  above. 

Pat  what  before  the  verb;  "  What  is  base  !     Answer,  to  steal- 
To  steal  \s  the  subject. 

Whaticart  of  speech  is  steal  ?        '■ 

A  verb,  because  it  expresses  action.    '      .        . 

When  a  verb  has  to  before  it,  we  say  it  is  in  the  infinitive  inood;  may  a 
verb  In  the  ipfiniitive  mood,  then,  be  the  subject  of  another  verb  ? 

It  <may. 


30  FIRST    BOOK    IN    COMPOSITION. 

•What  mood  is  a  verb  in,  when  it  has  to  bofore  it? 

A  verb  is  in  the  infinitive  mood  when  it  has  to  before  it. 

How  may  we  know  when  a  verb  is  in  the  infinitive  mood  ? 

By  seeing  whether  it  has  to  before  it. 

Is  to  play  in  the  in^aitive  mood  ?  to  jump  ?  to  walk  ?  Mention  six  more 
verbs  in  the  infinitive  mood. 

May  a  verb  in  the  iofinitivo  mood  be  the  subject  of  another  verb  ? 

It  may. 

Qive  me  several  examples,  and  mention  the  subject. 

To  lie  is  dishonorable  :  here,  to  lie  is  the  subject.  To  travel  is 
pleasant :  to  t^nvel  is  tl>e  subject. 

Make  throe  short  sentences  of  your  own,,  like  the  above,  in  which  a  verb- 
in  the  infinitive  mood  will  be  the  subject  of  another  verb,  and  mention  the 
subject  in  each  sentence.  ' 

In  the  sentence,  "  Whether  w  c  shall  go  to  Columbia  i»  uncertain,"  find  the 
subject  in  the  manner  described  above.  . 

Put  what  before  the  verb :  "  What  is  uncertain  ?  Answer, 
whether  we  shall  go  to  Columbia.  These  words,  therefore,  wheth- 
er we  shall  go  to  Columbia;  are  the  subject. 

These  words  form  part  of  a  sentence;  may,  then,  part  of  a  sentence^be 
the  subject  of  a  verb? 
It  may. 
Find,  us  above,  the  subjects  in  the  following  sentences  ; 

1.  To  fall  froiji  the  top  of  a  church  steeple,  is  certain  death. 

2.  For  a  weak  nution  to  provoke  a  strong  one,  is  bad  policy. 

S  That  even  the  best  men  commit  sin,  is  proved  by  daily  experi- 
ence. 

Now,  lot  us  see,  what  have  wo  found  that  a  verb  may  havo  for  its  subject? 

A  verb  may  have  for  its  subject, 

I.  A  noun  ;  as,  John  walks  ;  • 

II.  A  pronoun;  &s,  t hcg  are  gone ; 
.   HIT  A  verb  in  the  infinitive  niood;  as,  to  dig  is  hard  work  ; 
IV.  Part  of  a  sentence ;  as,  doing  one's  duty  secures  haj^pl- 
ness. 

Select  the  subject  in  each  of  the  sentences  just  given  aa  examples. 


FIRST    COOK    IX    OOMl'OSITIOX.  SI 


EXERCISE. 


Select  and  write  out  the  subject  in  each  of  the  following  sentences; 
K"  you  are  in  any  doubt,  put  who  or  ichat  before  the  verb,  as  direct- 
ed above. 

Example.  Working  in  quicksilver  mines  is  very  injurious  to  the 
health. 

Subject.     Working  in  quicksilver  mines. 

1.  We  should  improve  our  time. 

2.  Digging  potatoes  is  hard  work. 

3.  To  reveal  a  fii end's  secrets  is  dishonorable. 

4.  Cicero  was  a  celebrated  orator. 

5    Wealth  does  net  always  pi;ocure  esteem. 

6.  Temperance  and  exercise  preserve  health. 

7.  Time  and  tide  wait  for  no  man. 

8.  For  an  ignorant  person  to  profess  to  teach  pliilosophy,  only 
exposes  him  to  ridicule. 

9,  Whether  it  will  rain  is  uncertain. 

10.  John  and  I  will  start  in  the  morninT. 

11.  Where  are  the  women  going  ? 

12.  To  be  wise  in  his  own  eyes,  is  the  mark  of  a  fool. 


CHAPTER  XVI. 
EXERCISE. 


Where  a  blank' occurs,  insert  a  subject,  either  a  noun,  a  pronoun, 
or  a  verb  in  the  infinitive  mode,  or  part  of  a  sentence,  as  may  be  re 
quired  to  complete  the  sense.  • 

Example.  and  lead  to  wealth. 

Completed.     Industry  and  frugality  lead  to  wealth. 

1.  and  gnaw  holes  in  the  floor. 

2.  •  ,  ,and         _,  are  useti  for  drawing  loadp. 

3.  *  is  dishonorable. 

4.  am  going  to  school. 

5.  is  a  useful  study. 

♦Here  the  pupil  must  insert  a  verb  in  the  infinitive  mode  or  a  part  of  a  sentence.  , 

/ 


32  FIRST   BOOK      IN    COMPOSITION'. 

6.  Has  the  arrived  ? 

7.  attends  carefully  to  his  lessons. 
8»  Have  written  your  exercise  ? 

9.  and  are*niade  from  milk. 

10.  *  is  a  proof  of  dishonesty. 

11.  *  is  the  practice  of  a  bad  boy. 

12.  *  is  unpleasant  work. 

13.  *  is  the  business  of  the  b:iker. 

14.  marched  by  with  a  fine  band  of  music. 


CHAPTER  XVIL 

THE  OBJECT.— TRANSITIVE  AND   INTRANSITIVE  VERBS. 

In  the  aentOQC?,  "  Charles  killed  a  fly,"  what  word  exprewes  the  object 
that  receives  tb«  action  ex  pressed  by  the  verb  f 

The  word  Jly. 

"What  do  we  call  fly,  in  this  sentence? 

JFhj  is  the  OBJ  ect  of  the  verb  killed. 

In  the  sentence,  "  Children  love  milk t"  what  is  the  object  of  the  verb  loven 

Milk. 

What  is  the  object  of  a  verb  ? 

The  object  of  a  verb  is  that  which  receives  tbe  action  express-. 
ed  by  the  verb. 

What  is  the  cbjoot  in  each  of  the  following  sentences? 

Bees  make  honey.  Birds;  build  nesfs, 

Mary  kindled  the  fire.  I  have  broken  my  knife. 

My  mother  loves  me.  John's  father  scolded  him. 

In  the  last  two  sentences  what  are  the  objects? 

Me  and  him. 

What  part  of  speech  are  me  and  7«m? 
Pronouns. 

May  a  pronoun,  then,  be  the  object  of  a  verb?  ^ 

It  Mav. 

*Here  the  pupil  must  insert  a  verb  in  the  infinitive  mode  or  a  part  of  a  eevtence. 


ymST    BOOK    IN      COMPOSITION  35 

Co  tho  sentdnoe,  "  John  sleeps,"  is  there  any  object? 
There  is  not. 

Does  tb«  rerb  sleep  admit  ao  object  after  it  ? 
It  does  not. 

Into  bow  many  classes,  tben,  may  verbs  be  divided  ? 
Into  two  classes  ; 

I.  Transitive  verbs,  or  verbs  that  express  an  act  that  may 

be  done  to  an  object. 

» 

II.  Intransitive  verbs,  or  verbs  that  do  not  express  an  act 
that  may  be  doue  to  an  object. 

Art  verbs  that  express  simply  a  state  of  being,  transitive  or  intraof  itiv*  f 

Verbs  that  express  a  state  of  being  are  intransitive. 

Why! 

Because  they  do  not  express  any  action  at  all. 

Is  strike  transitive  or  intransitive,  and  why  / 

Strike  is  a  transitive  verb,  because  it  admits  an  object  after  it 
Thus  we  may  say,  *'  I  strike  a  man  ;"  in  this  sentence,  man  would 
be  the  object,  and  hence  we  find  that  strike  is  transitive. 

Ii  live  a  transitive  or  intransitive  verb  ? 

Live  is  an  intransitive  verb,  because  it  expresses  simply  a  state 
of  being,  and  does  not  admit  an  object  after  it. 

Is  sleep  transitive  or  intransitive ?  jump?  hurt?  eat?  dream  ?  love?  tee? 
be?  walk?  run? 

May  any  other  part  of  speech  besides  a  verb,  have  an  object  f 
Yes ;  a  preposition  may  have  an  object. 

In  the  sentence,  "John  is  lying  on  the  grass,"  what  is  the  objeet  of  tht 

preposition  on? 

Grass.  . 

Make  three  short  sentences  similar  to  the  one  last  given,  in  which  there 
will  be  a  preposition  and  its  object. 

How  may  you  always  find  the  objeet  of  a  verb,  or  preposition  f 


34  FIRST    BOOK      IN     COMPOSITIOX. 

By  putting  what  or  whom  after  it;  the  answer  to  tbe  question 
will  be  tbe  object.  , 

Oire  me  an  example.  Toll  me  tbe  object  of  tbe  verb  and  preposition  in 
thi<  tenteDco,  "  The  butcher  killed  a  pig  with  a  knife." 

Pat  w>Aa<  after  the  verb — "The  butcher  killed  wltat?^^  An** 
•wer,  a  pij  j  pif/  is  the  object  of  the  verb  killed.  Put  what  Af- 
ter the  preposition — "With  ivhat?"  Answer,  a  /:w//V  ;  knife  \a 
the  object  of  the  preposition  with. 

EXERCISE. 

Complete  the  /ollowing  sentences  by  inserting  an  object  where  a 
blank  occurs.;  either  a  noun  or  pronoun,  as  the  sense  may  require. 

1.  In  Egypt  the  Nile  overflows  the  ,  and  renders  the  fer- 

tilBw 

2.  Boys  can  buy  with  their  money. 

3.  I  have  found  in  the  street  a  and  a 

4.  A  man  by  honesty  and  will  always  gain  the  of  his 
companions.                                                   , 

5.  llenry's  father  bought  him  a  for  a  Christmas 

6.  "When  danger  is  nigh,  a  hen  gathers  her  under  her 

7.  The  fisherman  is  preparing  to  go  to  in  a 

8.  In  building  houses,  they  use         *,  ,  and 

9.  The  mice  have  gnawed  in  this  old 

10.  The  American  Indians  are  very  skilful  with  the  bo^^  and  ar- 
row ;  they  can  hit  a  very  small  at  a  great  .  With  these 
weapons  they  often  kill          ,            ,  and  other  wild 

11.  With  your  spare  purcha«.e  books;  read  ,  profit  by 
,  and  take  good  care  of 

12.  My  brother  loves  me,  and  I  love 

18.  After  we  die,  the  grave  will  contain  ;  but  our  friends  will 

remember  ,  and  shed  on  account  of  our  departure. 

14.  Birds  gather  for  their  young,  and  teach  how  to  fly. 

15.  The  milk  of  the  cow  furnishes  us  and 

16.  In  church  we  see  many  ,  but  should  listen  to  the 


FIRST    BOOK    IN    COMPOSITION.  35 

.     •        CHAPTER  XVIII. 
.    PERSONAL,    RELATIVE,    INTERROGATIVE,    AND    ADJEC- 
TIVE* PRONOUNS. 

What  is  a  pronoun  ;    (See  Lesson  IV.,  if  you  do  not  remember.) 

How  many  different  classes  of  pronouns  are  there,  and  what  are  th«if 
names  1     - 

There  are  four  classes  of  pronouns— Personal,  Relative,  Inter- 
rogative, and  Adjective.  _      . 

In  th«  aentence,  "  J  am  tired,"  for  what  does  the  pronoun  /  stand  ?         ^ 

For  the  name  of  the  person  sj^caking. 

"What  kind  of  a  pronoun  is  /  ? 

A  personal  pronoun. 

What  is  a  personal  pronoun  ? 

A  personal  pronoun  is  a  word,  which,  being  used  in  a  sentence 
without  the  noun  for  which  it  stands,  merely  represents  it,  with- 
out  introducing  any  additional  idea  respecting  it. 

Mention  the  personal  pronouns. 

The  personal  pronouns  are  as  follows  :  /,  my,  mine,  me,  wc, 
our,  ours,  us,  thou,  thy,  thine,  thee,  you,  your,  yours,  he,  his,  him, 
she,  her,  hers,  it,  its,  they,  their,  theirs,  them. 

I-n  the  sentence,  "  The  Romans,  who  were  nktorious,  lost,  only  fifty  men; 
to  what  word  does  the  pronoun  who  relate;  or,  in  other  words,  who  are  said 
to  hate  .been  victorious?  ' 

Romans. 

9 

Then,'  ilnce  the  pronoun  who  relates  to  Romans,  what  kind  of  a  pronoun 
shall  we  call  it  ?  *  . 

A  relative  pronoun.  •  :   ' 


36  urst  booe   ik  composition. 

What  is  a  relative  pronoun  f 

A  relati?e  proaoaa  is  a  word  that  relates  to  a  douq  or  pronoan 
before  it. 

\ybat  is  this  noan  or  pronouD  going  before,  to  whioh  the  relative  relate*^ 
called  ? 

The  antecedent. 

In  the  sentcDoe,  "  The  boy  toho  is  idle  loill  be  unhappt/f '  what  is  the  rel»« 
live,  and  what  its  antecedent  ? 

Who  is  the  relative,  and  hoy  is  its  antecedent. 
Mention  the  relative  pronouns. 

The  relative  pronoans  are  whoy  whose,  whom,  which,  that 
Is  who  always  a  relative  pronoan  ? 

No ;  sometimes  it  does  not  relate  to  an  antecedent,  but  is  useJ 
to  aak  a  question,  as,  "  Who  is  there  P^ 
What  kind  of  a  pronoun  is  it  then  called  ? 
An  interrogative  pronoun.  , 

What  is  an  interrogative  pronoan  ? 

An  interrogative  pronoun  is  one  that  is  u&ed  to  aak  a  question. 
Mention  the  interrogative  pronouns  ? 

The  interrogative  pronouns  are  who,  whose,  whom,  which  and 
what. 

What  mark  always  follows  a  sentence  that  contains  an  interrogative  pr(h- 
soanl 

The  Interrogation  Poiit  (?)  which  ought  to  be  placed  after 
t^tiy  question. 

How,  then,  can  you  tell  when  who  is  a  relative  pronoan,  a»d  when  ao 
lnt«rrogative  ? 

By  looking  at  the  end  of  the  sentence;  if  the  interrogation 
point  is  there,  it  is  for  the  most  part  an  interrogative  pronoun ; 
if  Do^  it  is  a  relative. 


FIRST    BOOK    I*     COMPOSITION.  *ff? 

What  are  adjective  pronouns  ? 

Adjective  Pronouns  are  words  that  are  Bomttimes  Hitd  insttad 
of  nouns,  but  are  more  frequently  followed  by  their  nouns,  which 
they  limit,  or  qualify,  after  the  raanner  of  adjectiv^es. 

Give  me  one  or  two  sentences  containing  adjective  prononns. 

"  Hand  me  that  book."  "  I  have  some  apples."  "  Hare  von 
any  paper  ?"     That^  some,  and  ani/  are  adjective  pronouns.  ' 

Mention  some  of  the  principal  adjective  pronouns  ? 
ThiSf  that  J  these' those,  some^  no^  none,  any,  all,  each,  every,  «'• 
ther,  neilJier.  * 

How  can  you  tell  adjective  pronouns  t 

By  their  being  followed  by  a  noun  ;  as,  these  pens,  some  money, 
each  breath,  either  side. 

EXERCISE. 

Make  lists  of  the  personal,  relative,  interrogative,  and  adjective 
pronouns,  in  order,  as  they  occur  in  yie  following  sentences.  The 
pupil  will  do  well  to  make  his  lists  according  to  the  following 

Example.  Jane,  I  told  you  to  hand  me  that  book  which'  is  lying 
on  the  table,  but  you  have  not  done  it.     What  is  the  reason  f 

Lists.  Personal.    *        Relative,  Interrogative,  Adjective' 

r,  you,  me, )        Which.  What  That, 

you,  it.    \ 

1.  You  say,  that*  I  am  charged  with  a  great  crime.  Who  are  my 
Accusers  ?  Let  them  stand  Ibrth,  that  I  may  see  the  authors  of  thia 
base  slander. 

2.  If  every  man  would  do  his  duty,  none  would  have  cause  for 
complaint. 

3.  Can  we  stand  patiently  by,  and  see  our  property  torn  from  us  ? 
No;  each  generous  enaotion  of  our  hearts  forbids  it.  Let  this  tyrapjt 
tremble,  and  all  his  satelites  beware ! 

4.  The  men  whom  I  saw  had  each  a  musket. 

5.  Wherever  she  went,  every  one  seqmed  disposed  to  do  her  honor, 

6.  Look  on  this  picture  and  on  that. 

♦Note.  The  word  that,  is  eometim^sa  eoniunction,  sometimes  a  relative,  and 
At  other  times  an  adjective  pronoun  ;  the  pupil  must  decide  which  it  1b  by  the  fe- 
tation that  it  bears  to  other  words  in  the  sentence.  In  this  sentence,  that  is  not 
a  relatfve,  for  it  does  not  relate  to  any  antecedent ;  it  is  not  an  adjective  pronoun, 
for  It  is  not  joined  to,  or  us^d  for,  any  noun,  but  it  is  a  coi^uiction,  for  it  conntaet4 
clauses. 


38  YMMJ   DOOK    IH    00UP08ITI0N. 


CHAFTER   XIX. 

THE  RELATIVE  PRONOUN  AND  RELATIVE  CLAUSE. 

What  ii  a  Relatlre  Pronoun  ? 

A  Relative  Pronoun  is  one  that  relates  to  a  noun  or  pronouo 
going  before,  called  the  antecedent. 

What  ii  tb«  aateeedent  ? 

The  antecedent  is  a  noun  or  pronoun  before  the  relative  to 
which  it  relates. 

lo  the  Bentenee,  '*  He  that  does  right  leill  be  rewarded,"  what  is  tho  rela- 
tive and  what  the  antecedent  T  * 

Th'tf  is  the  relative,  and  he  is  the  antecedent. 

What  porvice  doei  th«  relative  perforoi  in  a  sentence  ? 

The  relative  is  used  to  introduce  a  clnnse  for  tho  purpose  of 
liniiiin;^,  explaining,  or  adding  something  further  to  wlmt  is  bein*^'" 
said. 

What  \t  a  clause  Ibaa  introdaoed  by  a  relative,  anllad? 

A  Relative  CLAfs*^. 

What  is  the  relatlTe  clause  in  the  eentence,  ** He  that  does  right  will  tii 
retoarded  .^" 

Tlidt  (loe$  right  is  the  relative  clause,  because  it  is  introduced 
by  the  i dative  that. 

Select  the  relative,  the  antecedent,  and  the  relative  clause,  in  the  ro]low> 
ing  tenteDcei. 

]♦  The  friends  that  we  gain  in  childhood,  often  forget  us  in  old  age. 

2.  The  wind,  which  had  been  shifting  all  day  from  point  to  point, 
now  began  to  blow  steadily  from  the  south. 

3.  Those  who  are  the  most  industrious  are  the  most  happy. 

4.  James,  whose  work  was  the  best,  received  the  premimn. 
0.   I  have  seen  the  man  that  lives  in  the  cavt. 


FIRST    BOOK    IN    COMPOSITIoy.  39 

EXERCISE. 

The  sentences  given  in  this  exercise  contain  a  relative  and  its  an- 
tecedent^  the  pupil  must  complete  them  by  inserting  the  relative 
clause,  where  the  blank  occurs.  Before  attempting  to  insert  the 
clause,  read  the  whole  sentence,  and  then  think  of  somethi'ng  that 
will  be  appropriate. 
EiiXPLE.     The  study  that  is  History. 

Completed.     The  study  that  /  lile  lest  is  History. 
Or,  The  study  that  I  dislihe  most  is  History. 
lOr,  The  study  that  I  Jind  most  di1]icult  is  History. 

Each  sentence  may  be  completed  in  a  variety  of  ways. 

1.  I  have  broken  my  watch,   which     '      . 

2.  The  tree  that  ,  was  blown  down  last  night. 
S.  My  father,  icho  ,  has  get  well. 

4.  Those  tr/io  will  be  happy  in  this  world,  and  still  happier 
in  the  next. 

5.  Horses  are  very  useful  to  those  who 
C.  £n  every  school  there  are  boys  who 

7.  I'homas  found  the  kaife  ichich 

8.  There  is  a  boy  tchose 

9.  Mary  is  the  most  di-liigent  girl  that 

10.  The  good  boy   wili  apply  himself  vigorously  to  the  lesson 
which 

11.  The  carriage  which  has  been  mended. 

12.  'Columbug  was  ihe  tirst  man  that 

13.  The  butterflies  v^kich  ..  will  all  perish  in  winter. 
H^.  The  dog  that          has  run  away. 


CHAPTER  XX. 

PARTICIPLES.^PARTJGIPIAL   CLAUSES. 

<■>  .  • 

in  tiie  sentence,  "  I  saw  John  fepdipg  his  chickens,"  which  word  impliea 
«ctioD,  and  at  the  same  ti me, 9ualifi.ee  J.ohc  ? 

Ftedmg, 


4.)  FIRST    BO1IX    TS'    r.'/MP09ITI0K, 

Which  part  nf  speech  implies  action,  ami  which  qualifier  nouna  ? 

The  verb  implies  action,  and  the  adjective  qualifies  nouns. 

The  word  feeding,  thon,  partakes  of  the   nature   of  what   two    parts  of 
tpeech  ? 

The  veib  and  tie  adjective. 

"What  nnme  is  given  to  feeding,  and  similar  words? 

Particitlks. 

What  is  a  participle? 

A  participle  is  a  wo^d  that  describes  a  noun  or  pronoun,  bjr 
assigning  to  it  a  certAiii  action  or  state. 

Doee  the  participle  form  a  distinct  part  of  speech  ? 

No;  participles  are  now  classed  as  parts  of  verbs. 

How  many  participles  has  every  trnnsilive  verb? 

Five, 

Mention  the  Tire  participles  of  the  verb  love, 

J.'jviiiij^  iorcd,  Iinvhif/  loveJ,  hebuj  loved^  Imviiuj  been  loved^ 

Kr>w  many  participles  haa  every  inirapi?itive  verb  .' 

'Jsvo. 

Mention  \\ie  two  pnrtioiples  of  »bo  inlrnnsitiTC  verb  walk. 

Wu!/:irif/^  huvhui  walkfd, 

(iive  ine  two  cr  three  ?entcnce>  cimtaiiiing  partitijiles,  jird  select  the  par., 
ticiple  in  each. 

.TamcR,  while  vulkivq  I  v  the  .*>hore,  saw  a  iMrsje  bass  attached 
by  a  shark. 

Ifavhfj  been  deceived  once,  I  never  trusted  him  again. 
He  died,  loved  anc'  rcapected  by  oil  that  knew  him. 

In  •'  ttlast  sentence,   what  cUufe  is  introduced  by  t}i«  partieiylej,  loved 
and  .'.     ■^'•Udf 

"      .  . ,(/  and  r'csp(f(J(d  by  aU  that  kvcw  himj^ 

Wj,      •.  ..  "'..i,c(3  introduced  by,  or  coutaininf,  a  partieLpJe,  called  ? 

A  1    "   .'     '    '-  Clause. 

Self*.,  lUe  I..,'  .  ^  >  I  clause  in  each  of  t'  e  ttree  BeateofCB  g1ve»  abov«'* 


FiaST  BOOK   IN  COMPOSITION.  41 

EXERCISE. 

Complete  the  following   sentences  by    inserting  a   participle   in 
place  of  th6  blank. 

Example.  The  day  fair,  we  started  on  our  journey. 

Comphted.  The  day  leing  fair,  we  started  on  our  journey. 

1.  Moses,  his  lessons,  recited  them  well. 

2.  We  saw  a  boy  in  the  river. 
8.  Dinner          ,  the  party  sat  down. 

4.  The  carriage  ,  Robert  has  taken  it  to  the  blacksmith's, 
to  get  it 

5.  My  dog  sick,  I  could  not  go  a  hunting. 

6.  I  have  just  seen  a  man  killed  by  from  the  top  /)f  a  house. 

7.  My  friend,  while  out  on  horseback,  was  thrown  and  seri. 
ously  injured. 

8.  I  saw  the   Confederate  flag        fr*om  the  City  Hall. 
•  9.  You  may  often  see  bad  boys  in  the  street. 
iO.  Our  house          ,  we  are  about  to  move  into  it. 

•      11.  The  merchant  spends  his  tfme  in  and  goods. 

12.  Gas  is  useful  for  streets  and  houses. 

18.  Oxen  are  used  for  wagons. 

14.  Ships,  while  on  the  ocean,  often  encounter  violent  storms 

15.  The  weather  we  must  have  a  fire 

16.  From  this  eminence  my  eyes  upon  the  vast  plain  that  lay 
befor*  me,  I  saw  a  herd  of  buffaloes  amid  the  long  prairie- 
grass,  and  a  group  of  wild  horses          away  in  the  far  distance. 

^    17.  He  was  a  bad  man,  and  died,  and  by  all  that  knew 

him. 


CHAPTER  XXI. 

A  REVIEW. 


[FcT  the    answers  to '{bu    following   questions,   see    Chapters   XV.,    XVIL, 

XVIII.,  XIX.,  and  XX.] 
.   "What  ia  the  subject  of  a  verb? 

How  may  you  find  the  suVijectof  a  verb? 

Wh*t  Esay  a  \erb  havo  for  its  subject? 


42  FIRST    BOOK      IN    COMPOSITION. 

What  is  the  object  of  a  verb  ? 

What  other  part*  of  speech,  besides  transitive  verbs,  may  have  tm  object  T 

How  may  you  find  the  object  of  a  verb  or  proposition  ? 

What  is  a  pronoun  ? 

Name  the  classes  of  pronouns. 

What  ia  a  personal  pronoun  ?     Mention  the  personal  procoucs.. 

Wh  at  is  a  relative  pronoun  ?     Mention  the   relative  pronouns-. 

What  is  an  interrogative'  pronoun?     Mention  the  interrogative  pronouns. 

What  is  an  adjective  pronoun  ?     Mention  some    of  the  principal  adjective 

pronouns. 
What  is  a  relative  clause  ? 
What  is-the  antecedent  of  a  relative  pronoun  ? 
What  is  a  participle  ? 

How  many  participles  has  a  transitive  verb?  an  intra-nsitive  verb  ? 
Mention  the  participles  of  the  verb  ask-     Mention  those  of  th<e  verb  dreams 
What  is  a  participial  clauEc  ? 

'exercise. 

Where  a  dash  occurs,  pat  in  one  or  more  worcJs,  as-  may  be  re-' 
quired  to  comp^pte  the  sense. 

The  Tame  Beak. 

Hans  Christian  Anderson,  the  German  writer,  tells i^s  the  follow* 

ing story  of  a  tame  bear,  which  broke  loose  while  the  man^ 

exhibiting   him  was  dinner.     He  made  his  way  to- 

public  bouse, ,  and  went  straight where  there 

was  three  children,  the  eldest whom   was  no  more  than  six 

or  eight old.     '*The  door  sprang  open,  and  in  walked, — ;— .. 

The  children  were  much  frightened ^  and  crspt   cor- 
ners.    The  bear  followed  ,  and  rubbed  them  with nose, 

but  he  did  not .     When  the  children ,  they  thought  it 

was  a  big   dog,  and  they  patted, ,  and  .     The  eldest 

boy  now his  drum,   and  began  to  loud  noise.     No- 

sooner'did  the  bear ,  than  he  raised  himself  on  and 

began  to  dance.     This  was  charmimg. 

The  boys  had  been  playing  at  soldiers  before ,  and  now  each 

his  gun  and  •— .     They  gave  the  bear  a  gun,  too,  and 

he liko  a  regular  militia-man^    'Then  they  aaarched  ;  what  a 

fine  comrade ! 

Presently,  however,  the  door again      It  was  the  children's- 


• 


FIRST     BCrOK     I>J    COMPOSITION.  •  49 

oaother.     You  should  have  seen  her ;  and  her  face  was  white  as 


aind  she  trembled  with  fear  when  saw  the ►    Then  the  small- 

^t ran  up  to  feer,  and  shouted,  '  Mamma,  mamma,  we  hare 

had  such -,  playing  soldier  !'  "  . 


CHAPTER  XXIL 

SENTENCES,  PHRASES,    CLAUSES,  APPOSITION. 

What  is  a  sentence? 

A  sentence  is  such  an  assemblage  of  words  as  makes 
complete  sense. 

How  many  kinds  of  sentences  are  there,  and  what  are  they? 

Four  kinds  ;  declarative,' imperative,  interrogative,  and 
exclamatory. 

What  is  a  declarative  sentence  ? 

A  declarative  sentence  is  one  in  which  something  is 
declared  ;  as,  "  It  rains." 

What  is  an  jmperp,tive  sentence  ? 

An  imperative  sentence  is  one  in  which  "permission  is 
givftri,  or  a  command,  an  exhortation,  or  an  entreaty  ut- 
tered ;  as,  "  Let  it -rain." 

What  is  an  interrogative  sentence  ? 

An  interrogative  sentence  is  one  in  which  a  question 
is  asked ;  as,  ''  Does  it  rain  ?" 

What  is  an  exclamatory  sentence  ? 

An  exclamatory  sentence  is  one  that  contains  an  excla- 
mation ;  aSj  *'  How  it  rains  !" 

Make  two  declaratire  sentences:  two  imperatiTc;  two  interroga- 
tive; two  exclamatory; 


44  FIRST    BOOK     IN     rOMPOSITION. 

► 

What  i§  a  phrase? 

A  phrase  is  a  combination  of  words  which  separately 
.have  no  connection,  either  in  construction  or  sense,  with 
other  words  in  the  sentence,  but  which,  when  taken  to- 
gether, convey  a  single  idea,  and  may  be  construed  as  a 
single  word.  Thus  ;  *'  James,  in  short,  has  become  a  her- 
mit,"— in  this  sentence,  in  short  is  a  phrase. 

What  is  a  claase  ?  * 

A  clause  is  a  combination  of  words  which  separately 
may  or  may  not  be  connected  in  construction  with  other 
words  in  the  sentence :  if  so  connected,  they  assert  some 
additional  circumstance  respecting  the  leading  proposition; 
as,  "  James,  who  had  been  on  the  tvatch,  espied  a  sail :"  if 
not  so  connjectcd,  they  assert  an  entirely  independent 
proposition;  as,  Stephen  sailed  for  Florida,  h\x.t  he  wa9 
wrecked  on  the  voyage.  In  these  sentences  the  words  in 
italics  are  clauses. 

What  is  a  relative  clause  ? 

A  clause  containing  a  relative  pronoun  ;  as,  "  James, 
for  whom  I  felt  so  much  anxiety,  has  arrived." 

What  is  a  participial  clause  ?  - 

A  clause  containing  a  participle  ;  as,  "  The  rest  of  the 
ompany  having  arrived,  we  went  to  dinner." 

AVhat  is  an  adverbial  clause? 

A  clause  that  performs  the  office  of  an  abvcrb,  and  gen- 
erally expresses  time,  place,  or  manner  ;  as,  "-4  thousand 
ycum  hence,  all  these  things  will  have  pas3%d  away." 

What  is  a  vocative  clause? 

A  clause  containing  the  name  of  an   object  addressed, 


FIRST    BOOK    IN   COMPOSITION.  45 

with  its  adjuncts ;  as,   "  My  dear  friend^  I  hope  to  meet 
you  soon." 

When  is  one  noun  said  to  be  in  apposition  with  another  f 

When  it  refers  to  the  same  object,  and  is  in  the  same 
construction ;  as,  *'  Paul,  the  Apostle  " — Apo%tlevA  in  ap- 
position with  Paul. 

May  more  than  one  of  the  clauses  enumerated  above,  occur  in  the 
same  sentence  ? 

They  may. 

Does  every  sentence  contain  one  of  these  clauses  ? 

No ;  there  are  some  simple  sentences  that  do  not  con- 
tain  any  of  these  clauses  ;  as,  "  I  lore  my  mother." 

^  Oral  Exercise. 

Tell  to  what  class  each  of  the  following  sentences  belong.  When 
A  clause  occurs,  tell  what  kind  of  a  clause'  it  is. 

1.  Oh  lor  a  lodge  in  some  vaRt  wilderness  I 

2.  There  are  men  in  the  world,  who  are  dead  to  every  geaeroua 
impulse. 

8.*  Have  you  heard  the  ne^vs  that  has  just  been  received  by  th« 
steamer  ? 

4.  Rising  from  his  seat,  the  monarch  gazed  arotind ;  and,  darting 
a  look  of  scorn  on  his  humbled  courtiers,  bade  them  leave  his  pres- 
ence till  they  should  become  honest  men. 

5.  My  son,  do  you  indulge  in  anger  ? 

6.  0  Romeo,  Romeo  !  wherefore  art  thou  Romeo  ? 

7.  Who  ever  hears  of  fat  men  heading  a  riot,  or  herding  together 
in  turbulent  mobs  ? 

8.  It  is  chiefly  through  books  that  we  enjoy  intercourse  with  sa* 
perior  minds. 

9.  The  ship  being  now  under  sail,  the  shore  began  to  recede  rapid- 
ly from  our  sight. 

10.  Lord  Hastings,  who  had  bore  himself  most  bravely  throufb* 
out  the  whole  battle,  escaped  with  a  slight  wound.  i 


40  ~  FIRST    nOOK    IN    COMPOSITION. 

11.  James,  whom  I  sent  to  the  river  an  hour  ago,  has  not  yet  re- 
turned. 
I         12.  TVhat  an  accident !     Did  you  ever  witness  a  scene  like  this  ? 
13.  Where  Freedom  rears  her  banner,  a  new  empire  has  arisen. 


CHAPTER  XXIII. 


COMPOSITION. 

What  is  the  term  "  Composition  "  derived  from  ?' 

It  is  derived  from  two  Latin  words,  which  signify  "  to 
put  together,** 

What  is  "  composition  "  ihsn  ? 

It  is  "  a  putting  together.' ' 

Can  we  speak  of  the  '*  composition  "  of  a  substance,  like  paste  or 
varnish  ?  •  ^    ' 

We  can. 

What  do  we  mean  by  it  ? 

We  mean  "  the  putting  together  "  of  the  material  of 
which  the  substance  is  made  up. 

When  we  speak  of  the  "composition"  of  &  picture,  what  do  we* 
mean  ? 

Wc  mean  ^^the  putting  together**  of  the  different  ob- 
jects which  make  up  the  picture  ;  as,  a  mountain^  trees,  a 
river,  J'C. 

When  we  spoak  of  a  *'  composition  "  on  any  auhjecC^  what  do  wo 
mean  ? 

We  mean  ^^  a  putting  together*'  of  the  thoughts  which 
«       belong  to  the  subject. 


FfRgT    BOOK    IN    COxMrOSITlON.  47 

Suppose  you  were  to   write  "Grass   is  green;"   "Birds  sing;' 
*'  John  is  blind  ;"  would  that  be  composition  ?" 

It  would  not.  •  •* 

Why? 

Because  the  thoughts  are  not  connected  with  each  other, 
nor  with  a  subject. 

Suppose  you  take  for  y«ur  subject,  "J.  hllnd  &oy ;''  and  write, 
**  John  is  blind  ;  he  cannot  see  that  the  grass  is  green,  but  ho  can 
hear  th«  birds  sing  :"  is  that  '*  composition  ?" 

It  ijB.  . 

Why? 

Because  the  three  thoughts,  "John  is  blind,"  "Grass 
is  green,"  "  Birds  sing,"  are  connected  with  each,  other, 
and  with  the  subject,  "  A  blind  boy." 

How,  then,  cun  thoughts  which  are  independent  of  each  other, 
often  be  united  ? 

By  introducing  another  thought  which  will  connect 
them.  • 

Give  an  example.         ' 

In  the  example,  "  John  is  blind  ;  he  cannot  see  that 
the  grass  is  green,  but  he  can  -hear  the  birds  sing," — the 
two  thoughts,  "  he  cannot  see,"  "  but  can  hear,"  connect 
the  three  independent  thoughts,  "John  is  blind,"  "  Grass 
is  green,"  "  Birds  sing." 

Are  there  not  many  thoughts  belonging  to  erery  subject  ? 

There  are. 

How  should  these  be  *'  put  together  ?" 

Tli^y  should  be  so  "j:)wi  together^''  X\\ht  they  will  ap- 
pear to  follow  each  other  in  a  natural  order. 


48  FIRST    BOOK     IS     COMPOeiTION. 

Id  what,  then,  does  "  composition  "  coDsist? 

It  consiBts  in  "  putting  together,"  in  a  natural  order^ 
thoughts  belonging  to  a  subject. 


CHAPTER  XXIV. 


DESCRIPTION. 

What  has  "  CompMition  "  beon  defined  to  be  ? 

Composition  has  been  defined  to  be    "  a  putting  togeth-  • 
er"  of  thoughts  under  a  subject. 

Are  there  not  many  kinds  of  composition  ? 

There  are.» 

What  is  the  first  kind  of  oomposition  ?  * 

"  Descriptive  "  is  the  first  principal  kind  of  composition- 

What  is  "  description  ?"  • 

It  is  "a  putting  together  *'    of  our  impression  of  any 
object  or  scene. 

Why  is  this  called  the  first  kind  of  composition  f 

Because  it  relates  to  that  which  wo  see,  and  that  which) 
we  tety  lies  at  the  beginning  of  Thought. 

How,  only,  can  we  learn  to  describe  well  ? 

By  studying  attentively,  the  object  or  scene  which  wo» 
wish  to  describe. 

What  is  necessary  to  a  go6d  description  V 

That  those  particulars  be  given,  in  which  the  ol)ject  or 
scene  differs  from  other  objects  or  scenes. 


FIRST    BOOK    IM     COMPOIITIOir.  49 

,      If  I  V7er«  to  ask  j«u  to  describe  jour  kitten^  and  jou  should  say, 
It  has  whiskers,  four  legs,  and  a  tail,"  would  thtc  be  a  gtod  d«s~ 
'criptioQ. 

It  would  not. 
Why  not  ? 

Because  it  mentions  only  things  whioh  are  oomAon  to 
ftll  kittens,  and-  does  not  describe  any  particular  one. 

Suppose  you  were  to  say  instead,  ^'  It  has  a  glossy  black  fur,  a 
white  diamond  between  its  eyes,  and  one  white  whisher,"  would 
that  be  a  good  description  ? 

It  would  be. 
Why? 

Because  it  describes  particulars  which  distinguish  the 
kitten  from  other  kittens  ?  • 

Do  not  such  jSarticuIars  enable  us  to  distinguish  objects  of  tha 
same  kind  from  each  other  ? 

They  do. 

Could  not  a  dog  be  distinguished  among  a  hundred  others,  by 
4>ne  who  was  familiar  with  it  ? 

It.  could. 

.  What,  then,  is  a  good  rule  for  describing  an  ebJQot  ? 

To  give  those  particulars  by  which  ■  we   know  it  ftrom 
i)ther  objects  of  the  same  kind. 

What  is  a  tcenef 

A  scene  is  a  combination  of  objects. 

How,  then,  should  a  scene  be  described  ? 

By  giving  those  particulars,  in  the  objects  and  theiy 
arrangement,  by  which  it  is  distinguished  from  other  scenes. 


60  ir.iVt   BOOK     IN    COMPOSITION. 


SUBeTECTS, 


DIRECTIONS     TO     THE    PUPIL. 


■SUBJECT  NO.l. 

You  may  take  the  subject  which  you -will  find  upon  the 
following  page,  and  write  your  own  ansivers  to  the  ques- 
tions. 

Take  each  question  by  itself,  and  do  your  best  to  an- 
swer it  fully  ')  using  tlie  same  language  as  in  speaking. 

\Vhen  you  have  done  this,  join  these  answers  together 
in  correct  sentences. 

Your  composition  will  then  be  done,  all  except  copying. 

In  copyins:,  the  principul  things  to  remember  are  these  : 

To  \>  IlITl;  NEATLY, 

Tasi';:i/i-  oorukctly,  and 

To  BK(iIX  EVEKY  NHW  SENTENCE  WITH  A  CAPITAL  LETTER. 

If  roil  attend  to  these  directions  your  composition  will 
then  be  ready  to. hand  to  your  teacher.  * 


S  U  B  J  E  Cl^     NO.     1  . 
STRA  WBERRIEii. 

1.  I«  not  the  strawberry  season  always  anticipated  with 
great  pleasure  by  the  children  ? 

2.  How  early  <loe^the  plant  begin  to  show  its  blossoms? 


FIRST    BOOK    IN      COMPOSITION  51 

3.  What  kind  of  flowers  are  they  ? 

4.  When  the  flower  disappears,  -what  does  it  leave? 

5.  How  long  are  these  green  clusters  in  ripening  ? 

6.  As  soon  as  they  begin  to  turn  red,  what  do  children  do? 

7.  Where  do  they  hunt  for  them  ? 

8.  Where  do  they  find  the  largest  ones  ? 

9.  Do  not  the  bright  red  clusters  look  delicious  ? 

10»  Bo  not'mGre  berries  go  into  mouths,  than   into  bas- 
kets, generally  ? 

11.  Are  not   strawberries  a  favorite   fruit  with  almost 
every  one  ? 

12.  Are  they  not  much  cultivated  in  gardens? 

13.  Do  they  not  sometimes  grow  to  a  large  size .? 

14.  How  large  have  you  seen  them? 


TO     THE    P  U P  IL  . 

SUBJECT    IsO.    1. 

Strawberries  are  the  earliest  of  all  th«  berries  in  sum- 
mer. On  this  account,  as  w^U  as  because  they  are  the 
most  delicious -of  all,  every  one  looks  forward  with  great 
pleasure  to  the  time  when  they  will  be  ripe.  You  can 
mention  how  early  children  begin  to  watch  the  buds  and 
blossoms  of  this  little  plant  in' the  field  and  by  the  way- 
side. You  can  describe  the  clusters  of  white  blossoms, 
and  their  gradual  change  into  ripe,  red  berries  ;  then  the 
joy  cf  the  children  ;  the  plans  they  form  for  their  holiday 
aftei5iioons  ;  th^ir.plea.aant  excursions  in  parti.e.s,  with  has- 


^2  FIRST   BOOK    IV    OOMPOSTTIOW. 

l:ets  and  tin  pnils,  to  hunt  for  the  red  treasures ;  in  wbat 
ilkind  of  places  they  look  for  them  ;  where  they  find  the 
^largest,  and  how  many  they  sometimes  hring  home :  also, 
jfcow  you  like  hest  to  eat  them. 

You  can  describe,  too,  the  manner  in  which  this  fruit  is 
"lenltivated  in  gardens,  and  the  size  to  which  it  some- 
tWnes  grows, 


SUBJECT    NO,    2. 

ANTS,  , 

1.'  Do  not  ants  seoir.  to  be  about  as  busy  creatures  as 
liees  ? 

2.  Arc  they  as  useful  to  us  as  bees  ? 

o.  What  do  bees  furnish  us  with  ? 

4.  May  we  not,  however,  learn  something  frou^  the  ant  ? 

fj.  IIow  do  they  show  industry  and  perseverance  ? 

6.  VVliat  kind  of  houses  do  .they  live  in  ? 

7.  Do.  they  build  these  themselves? 

8.  If  any  accident  happens  to    their  dwelling,,  what  da 
they  do  ? 

9.  Arc  they  ever  out  of  patience  or  discouraged  ?^ 

10.  Are  not  such  accidents  very  frequent  ? 

11.  Ho'v  '^0  they  provide  for  the  future  ? 

12.  "Wii   '   mv  wo  learn  fron>  them  in  this  ? 

13.  A:     ...  ^    1.  '  oMterprising  little  creatures? 


riRST  BOOK   IN  COMPOSITION.  5S 

14.  Have  you  ev*^r  seen  one  carrying  a  burden  much  lar- 
ger than  hito  self  ? 

15.  How  did  he  manage  ?  .  * 

16.  What  other  facts  do  you  know  about  these  little  in— 
isects  ? 


TO  TEE  PUPIL. 
SUBJECT    NO.    2. 

Solomon,  who  you  know  was  the  wisest  of  men,  says^ 
"  Go  to  the  ant,  thou  sluggard  ;  consider  her  ways,  and. 
be  wise  ;*'  which  shows  that  he  himself  had  learned  lessona 
of  industry  from  this  little  insect. 

You  must  observe:  he  says,  ''''  Con%iderhQV  ways;"" 
which  means,  we  mw^t  study  the  movements  of  the  little 
creatures,  watch  their  going  in  and  their  coming  out,  and 
ifind  out,  if  we  can,  the  pitrpose  of  each  movement ;'  for 
you  will  learn,  by  watching  them,  that  each  purpose  has 
a  purpose.  All  this  you  must  do  ;  and  in  addition  to  your 
own  observations,  you  should  find  out  from  books,  or  by 
asking  questions,  as  much  as  possible  about  the  habits  of 
this  little  insect,  and  any  interesting  facts  or  anecdotes 
concerning  them.  In  this  way,  you  will  find  more  than 
enough  material  for  one  composition.  If  you  choose,  you 
;may  divide  the  questions,  and' write  twice  upon  this  subject. 


SUBJECT    NO.    3. 

FPOGS. 

1.  What  kind  ©f  looking  creatures  are  frogs  ? 

2.  What  sort  of  places  do  they  live  in  ? 


54  FIRST    BOOK    IN    COMPOSITION. 

8.  What  do  they  live  upon  ? 

4.  What  kind  of  a  noise  do  they  make  ? 

5.  Is  it  not  one  of-  the  first  sounds  in  spring  ? 

6.  Is  it  a  pleasant  sound? 

7.  Does  it  not  express  contentment  as  much  as  the  sing- 
ing of  birds  ? 

8.  Is  it  not  easy  to  see  how  birds  can  be  happy,  hopping 
about  in  the  trees  ? 

9.  Are  not  frogs  just  as   happy   in  dirty  marshes  and 
pools  ? 

,     10.  Has  not  God  made  every  creature  for  some  partic- 
ular place  ? 

11.  Would  a  frog  enjoy    himself  if  he  were  to  change 
places. with  a  bird? 

12.  What  lesson  can  we  learn  from  this  thought  ? 


TO  THE  PUPIL. 

SUBJECT    NO.   3.  . 

The  peeping  of  these  strange  creatures  is^  one  of  the 
earliest  indications  of  the  approacfi  of  summer.  On  this 
account,  it  is  a  delightful  sound  to  every  one.  You  can 
describe  the  feeling  of  pleasure  with  which  you  alw^-ys 
hear  it  for  the  first  tim-e,  after  winter  has  departed,  and 
all  the  pleasant  visions  it  brings  to  ^\\x  mind  of  the  com- 
ing summer  ;  of  blue  skies,. and  soft,  warm  air  ;  cf  walks 
in  the  W(XK&,  wild  flowers,  and  green  moss.  You. can  des- 
cribe tho  haunts   of  thcie  creatures, — some    of  t^em  in. 


first'  book  in  compg-sition.  55 

pleasant  places  ;  their  queer  noises  and  sudden  jumps,— 
what  these  mean.  You  can  compare  their  life  with  th;n, 
of  a  bifd.  If  you  choose,  instead-  of  writing  answers  i«» 
the  questions,  you  may  write  a  story  of  a  discontentc'l 
frog  who  thought  he  would  try  a  bird's  life,  his  adven- 
tures, and  how  at  lapt  he  became  a  contented  ^rog. 


S  U  B  J  E  C  T    NO  .    4. 
FLIES. 

1.  Are  not  flies  the  most  common  of  insects  ? 

2.  Do  they  sting  like  musquitoes  ? 

3.  Are  they  not,  howe^jer,  sometimes  very  troublesome  ? 
•  4.  How  are  they  troublesome  ?  . 

5.  What  do  they  like  best  to  eat  ? 

6.  Are  they  not  most  abundant  in  very  warm  weather? 

7.  Is  it  easy  to  drive  one  away  when  he  makes  up  his 
mind  to  attack  you  ? 

8.  What  kind  of  traps  do  people  set  for  them  ? 

9.  How  does  the  fly  get  caught  ?  '  '     . 
10*  Are  not  great  numbers  often  destroyed  in  this  way  ? 

11.  What  is  the  greatest  enemy  of  the  fly  ?  ^ 

12.  How  does  the  spider  catch  it  ? 

13.  How  do  flies  manage  to  walk  on  the  ceiling*? 

14.  Could  a  bird  walk  so  ? 

15.  Do  flies  like  cold  weather  ? 

16.  What  becomes  of  them  in  winter  ? 


68  FIRST   BOOK     I!l    COMPOSITION. 

TO   THE  PUPIL, 
SUBJECT     NO.    4. 

You  can  speak  particularly  of  the  troublesome  charac- 
ter of  this  insect, — the  annoying  way  in  which  it  will  re-  ■ 
turn,  again  and  again,  after  being  driven  off.  You  can 
describe  one  of  these  attacks  upon  yourself,  and  mention 
which  at  last  gained  the  victory,  you  or  the  fly.  You  can 
also  give  a  full  description  of  the  manner  in  which  the 
spider  constructs  his  web,  and  manages   t©  catch  the  fly. 

If  you  will  consider  a  moment,  it  will  seem  quite  won- 
derful to  you  that  a  fly  can  walk  upon  the  ceiling  :  you 
know  a  bird  could  not  walk  so.  If  you  cannot  give  the 
reason  yourself,  you  should  ask  some  one  to  explain  it  to 
you;  and  when  you  have  obtained  a  clear  idea  of  all  these 
particulars,  *you  should  try  to  describe  them  accurately  in 
your  composition. 


SUBJECT    NO.  '5. 
BIRD'S  NESTS. 
1.  Where  do  birds  generally  build  their  nests  ? 
,  2.  Why  do  they  build  them  so  high  ?* 

3.  What  is  the  outside  nf  the  nest  made  of? 

4.  What  is  the  inside  lined  with  ? 

5.  Where  do  birds  get  the  materials  for  their  nests  ^ 

6.  Do  they  collect  it  together,  and  carry  it. in  one  load 
in  their  claws  ? 

7.  How  do  they  manage  it  ? 


FIRST    BOOK    Hf     COMPOSITION.  iJT" 

8.  Is  not  a  bird's-nest  full  of  young  birds,  or   of  little 
blue  eggs,  a  pretty  sight  ?  , 

;9.  Is  it  not  cruel  to  rob  a  bird's  nests  ? 

10.  How  does  the  old  bird  feel  when  any  one  is  near  her 
jaest  ? 

11.  How  doee  she  show  her  distress  ? 

12.  Do  the  birds  leave  their   nests   when  they  fly  off  to 
the  south,  or  do  they  take  them  ? 

14.  Will  they  not  build  other  nests  when  they  return  in 
the  spring  ? 


TO  THE  PUPIL. 
SUBJECT     NO.     6. 

Have  you  ever  found,  in  the  Fall,  after  the  cold  winds 
,had  come,,  or  in  winter,  half  full  of  snow,  a  little  bird's 
nest ;  and  examined  how  neatly  it  was  wovep  together, — 
the  outside  of  rough  eticks  and  leaves,  and  the  inside 
lined  so  delicately  with  soft  hair  ?  If  you  have,  you 
can  describe  all  this  in  your  own  way,  and  mention  where 
and  how  you  found  the  nest,  and  to  what  bird  it  probably 
belonged. 

You  ca,n  describe,  also,  under  the  (Questions,  the  process 
of  building  a  nest;  the  appearance  of  a  nest  full  of  eggs, 
Or  of  little  birds ;  the  actions  of  the  young  birds  while 
you  were  near  the  nest ;  th6  movements  and  cries  of  dis- 
tress of  the  mother ;  the  manner   in  which  the  old   bird 


68  '  '  PIE8T   BOOK    IN    COXflPOSITJON. 

feeds  the  young  ones  ;  what  she  gives  them  to  cat;  and 
what  hccomes  of  the  nest  when  the  little  birds  have  learned 
tofly. 


SUBJECT    NO.    6. 
GHESNUTS. 

1.  What  tree  do  these  nuts  grow  upon  ? 

2.  What  kind  of  a  bur  are  thev  inclosed  in  ?  * 

3.  When  do  these  burs  open  ? 

4.  What  becomes'  of  the  nut  when  the  bur  opens  ? 

5.  Is  not  this  time  eagerly  watched  for  ? 

6.  Are  not  nutting  excursions  then  all  the  fashion  ? 

7.  Are  these  not  delightful  ? 

8.  Is  it  always  easy  to  find  the  nuts  ? 

9.  What  sometimes  covers  them  up  ? 

10.  Do  not  the  nuts  sometimes  stick  in  the  burs  ? 

11.  Is  it  not  great  work  for  boys  to  shake  them  dt)wn? 

12.  Is  it  not  pleasant  to  take  tome  a  good  basket  full  of 
nuts  ? 

15.  What  is  done  with  them  in  the  evening,  sometimes  ? 

14.  Are  not  these   nutting    excursions  the  pleasantest 
things  in  autumn  ? 

16.  Are  they  not  the  last  of  the  season? 
16.  How  do  the  woods  begin  to  look  ? 


FIRST     BOOK     IN     COMPOSITIOH.  54> 

TO    TEE  PUPIL. 
SUBJECT    NO.    G. 

In  mentioning  th^  chesnut-tree^  you  can  compare  it 
with  the  oak,  and  speak  of  the  difference  between  the  two- 
trees,  in  their  general  appearance  and  the  manner  in  which 
their  branches  grow,  shape  of  the  leaf,  &c.  You  can  des- 
cribe the  appearance  of  the  chesnut-tree  when  in  blossom, 
the  kind  of  ftowev  it  bears,  and  the  'clusters  of  green  burs 

which  succeed  the  flower.     Also,    the  effect  of  the  frost 
I  ... 

upon  these  burs,  and  the  eagerness   with  which  children 

watch  for  the  dropping  of  the  nuts  ;  the  excursions  into 
the  woods  which  take  place;  the  shuffling  and  poking  among 
the  dry  leaves  ;  the  gathering  of  the  nuts ;  the  pleasure 
of  bringing  them  home  ;-then  of  boiling  them  and  sharing 
them  with  friends.  « 

You  can  speak  of  these  excursions  into  the  wood  as  be- 
ing the  last  of  the  season,  and  describe  the  signs  of  the. 
coming  winter,- — cold  winds,  bare  trees,  &;c.  • 


SUB*JECT    NO.    7. 
KAfY-DIDS. 

1.  What  do  Katy-dids  look  like  ? 

2.  What  color  are  they  ? 

3.  Is  not  their  note  very  peculiar  ? 

4.  What  does  it  sound  like  ? 

5.  How  do  they  make  it  ? 

6.  When,  do  we  first  begin  to  hear  them  in  summer  ?. 


^0  FIRST    BOOK     IN    COMPOBITIOIf. 

7.  Do  tliej  not  seem  always  to   be  contradicting  each 
other  ? 

8.  What  does  one  side  say  ? 

9.  What  do  the  others  reply  ? 

10.  Do  they  ever  seem  to  come  to  any  agreement  about 
Katy  ? 

11.  Do  they  not  take  up  the  same  old  tune  every  summer  ? 

12.  Has  any  one  over  found  out  yet  what  Katy  did  ? 

13.  Do  you  suppose  any  one  ever  will  find  out  ? 

14.  is  it  likely  the  Katy-dids  and  Katy-didn'ts  ever  will 
agree  ? 

15.  Does  not  this'show  how  hard  it  is  for  people  to  stop 
when  they  once  begin  to  contradict  ? 

16.  Should  it  not  be  a  waaoing  to   every  one  to  be  ve:^y 
careful  about  beginning  a  dispute  ? 


TO  TEE  PUPIL. 
SUBJECT     N^O.    7. 

You  can  describe,  very  particularly,  the  appearance  of 
this  curious  insect,  and  the  manner  in  which  it  produces 
the  peculiar  sound  from  which  it  takes  its  name. 

You  can  speak  of  the  time  in  the  summer  when  this  note' 
begins  to  be  heard,  and  describe  a  concert  of  summer 
evening  sounds;  the  various  notes  which  mingle  with  those' 
of  the  Katy-did  ;  and  the  peculiar  effect,  Ifke  that  of  per-' 
petual  contradiction,  produced  by  this  insect. 


•  ■ 

FIRST    cOvrii.    xaN    composition.  Oi 

'J  T    ■ 

You  can,  if  you  please,  write  an  imaginary  story  of  tae 

manner  in  whioh  this  quarrel  originated,  and  nM  any  re- 
flections which  may  occur  to  you  upon  the  habit  of  con- 
tradiction, ^,nd  the  determination  to  have  the  last  word 
ir^  a  dispute. 


V 


,S  U  B  J  E  G  T    NO  .    8. 

APPLE-TREES. 

1.  Are  apple  trees  graceful  ? 

2.  Are  they  not  generally  low  and  crooked  ? 

3.  Are  they  not  easy  trees  to  climb  ? 

4.  If  they  wer^  lofty,  like  the  elm,  would  it  not  be  diffi» 
^ult  to  gather  the  fruit  ? 

,  6,  Are  not  all  associations  with  this  tree  very  pleasant  ? 

6.  Are  they  net  beautiful  when  they  are  ladpn  with  the 
blossoms? 

7.  What  color  are  their  blossoms  ? 

8.  Have  they  not  a  delicious  fragrance  ? 

9.  When  the  flowers  disappear,  what  succeeds  ? 

10.  How  long  ;does  it  take  for  the  lltjtle  green  applet  to 
ripen  ? 

ll.|How  does  the  tree  look  when  laden  with  ripe  fruit  ? 

12.  When  th<2  red  and  golden  apples  begin  to  drop,  is  it 
not  pleasant  to  gather  them  J 

IS.^What  is  the  fir^t  thing  to  be  done  every  morning  ? 


t)2  -  riRST  BOOK    IN   coMPOsmoiT. 

14;  If  there  has  been  a  high  wind,   is  not  the  grou*  <l 
strewn  with  them  ' 

15.  What  is  done  with  the  apples  ? 


TO  THE  pupil: 

SUBJECT    NO.    8. 

You  can  speak  of  the  ease  with  which  this  tree  is  climbed, 
T,nd  of  other  reasons  why  it  is  a  favorite  with  children  ; 
and  describe  its  appearance  in  the  different  seasons :  be- 
ginning with  spring,  when  it  is  covered  with  Tts  beautiful 
pink  and  white  blossoms  ;  then,  when  these  blossoms  be- 
gin to  fall,  the  showers  of  white  leaves  and  the  delightful 
odors  which  fill  the  air  ;  the  curious  little  green  things 
which  the  flowers  leave  >behind  them  ;  the  slow  growth  of 
these  into  rich,^  ripe  apples  ;  the  appearance  of  the  tree 
when  the  fruit  is  ripe,  sometimes  bending  under  its  red 
and  golden  burden  ;  and  the  way  it  which  the  branches 
are  prevented  from  breaking  off,  when  they  are  too  heav- 
ily laden.  Describe,  also,  the  gathering  of  the  fruit,  and 
mention  what  is  done  with  the  different  kinds  of  apples 
aaad  all  the  v^.rious  uses  of  this  fruit. 


*    SUBJECT     NO.    fi  . 
RAIN, 
1.  Where  does  rain  come  from  ? 
5.  How  does  it  get  int©  the  clouds  1 


I.  .  i    •;Ji''A.» 


FIRST    BOOK    IN    C0MP08ITI0N.  63 

3.  If  it  were  not  for  rain,  would  not  every  thing  upon 
the  earth  die  ? 

4.  In  S'lmmer,  do  not  many  weeks  often  pagg  away  "with- 
out any  ? 

5.  How  does  every  thing  loojc  then  ? 

6.  Does  not  rain  always  come  at  last  ? 

7.  Is  it  not  delightful  to  see  the  clouds  roll  up,  and  the 
dnops  begin  to  fall  ? 

8.  Does  R€t  the  grass  begin  to  gr^w  green   again  im- 
•mediately  ? 

9.  How  dees  the  air  feel,   and  every  thing  look,  after 
the  shower  ? 

10.  Do  not  children  always  like    rain  when  it   does  not 
t  spoil  their  plans  ? 

11.  If  they  are  planning  an  excursion,  do  they  like  to  see 
the  clouds  ?  - 

12.  Do  they  not  always  trj" to  think  it  will  not  rain  ? 

13.  If  the  rain  does  come,  ought  they  to  complain  ? 

14.  Is  it  not  always  good 'for  the  earth  ? 


TO  TEE  PUPIL. 
SUBJECT    NO.    9. 


You  will  be  able  to  aAiiswer  the  first  question  ;  but  per- 
Sibaps  you  may  not  know  how  the  rain  gets  into  the  clouds. 
.  This  you  must  learn  by  asking  your  Teacher. 

Xau.can  describe  the  appearance  of  every  thing  in  sum- 


Oi  i-lRSr    UOUX      IN     CUMl'Ual'i'lON. 

mer,  Tvlien  several  weeks  have  passcd'without  rain, — so 
driid  up  ;  the  grass  scorched  and  withered  ;  and  the  air 
filled  with  dust,  and  every  body  uncomfortable  ;  then  the 
sh  wer,  ^^hich  alwajs  comes  at  lafet ;  the  delight  of  every 
(jne,  wh(jri  the  clouds  are  seen  rolling  up;  the  falling  of 
the  rain  ;  tbe  overflowing  of  the  streets ;  then  the  bursting 
forth  of  tlio  Run  ;  the  fresliened  air,  and  the  altered  ap- 
pearance of  the  landscape.  Yon  can  speak,  also,  of  the 
manner  in  which  children  sometimes  complain  of  the  rain, 
when  it  interferes  with  their  plains  ;  and  give  the  reaaons 
why  this  is  wrong. 


SUBJECT    NO.    10. 

FROST. 

1.  When  does  frost  first  come  ? 

2.  Does  it  not  make  sad  work  with  the  beautiful  summer 
flowers  ? 

8.  Before  it  comes,  how  do  they  look  ? 

4.  After  it,  is  not  everything  change(^  ? 

5.  What  becomes  of  the  grass  and  flowers  ? 

6.  Are  not  the  trees  the  only  thing  which  the  frpsj;  does 
not  spoil  ? 

7.  What  does  it  do  to  them  ? 

8.  Do  their  bright  colors  last  long? 

9.  What  do  they  gradually  turn  into  ? 
10.  What  becomc,g  pf  the  leaves  finally  ? 


FIRST    BOOK    IN    COMPdSIlIOJT  66 

li.  Are  not  the  trees  left  bare  ?  • 

12.  Do  not  the  cold  winds  begin  to  whistle  through  them 
then  ? 

13.  Is  not  this  a  sign  that  winter  is  coming  ? 

14.  Is  it  not  pleasant,  then,  to  gather  round  the  bright 
fire  in  the  house  ? 

15.  Do  not  the  evenings  begin  to  grow  long  then  ? 

16.  How  is  it  pleasant  to  spend  them  ? 


TO  THE  PUPIL. 
SUBJECT    NO.    10. 

You  can  describe  the  gradual  signs  of  Jack  Frost's  ap- 
proach in  the  chill  September  nights,  growing  colder  and 
colder,  till  finally  he  makes  his  appearance ;  then  th^ 
change  which  comes  over  every  thing ;  the  desolation  of 
the  gardens,  as  frost  after  frost  passed  over  them ;  every^ 
thing  a  dull,  dead  brown  except  the  trees ;  the  beautiful 
colors  with  which  these  are  adorned  ;  the  gradual  fading 
of  these  bright  leaves,  till  finally  they  drop  ofi";  then  the 
bare  appearance  of  the  trees;  the  darkened,  chilly  skifes  * 
the  whistling  of  November  winds,  and  the  freezing  tem- 
perature. 

You  can  describe  the  gathering  round  bright  fires  in  the 
hdiise,  the  lengthening  evenings,  and  the  various  ways  in 
ivhich  these  may  be  pleasantly  spent. 


CG-  riRf5T  BOOK   nc   composition. 

SUBJECT    1^0.    11. 
SNOW. 

1.  What  conies  next  after  frost  ? 

2.  Are  not  children  always  delightod  to  see  the  snow*^. 
•when  it  Srst  comes  ? 

3.  Do  they  not  get  tired  of  the  dead  grass  and  leaves  t 

4.  Are  they  not  glad  to  have  them  covered  up  ? 

5.  Do  these  not  like  to  watch-  the  snow-flakes  as  thejr 
fall? 

6.  Do  these  make  any  noise  in-falling  ? 

7.  Does  it  not  often    snow  all  night,  without  any  one 
finding  it  out  ? 

8.  Is  it  not  a  great  surprise  in  the  morning,  uo  see  every 
thing  white  with  snow  ? 

9.  How  do  the  trees  and  roofs  look  ? 

10.  Is  k  not  pleasant  to  hear  the  sleigh-bells  begin  to» 
jingle  ?  . 

11.  How  do  boys  play  with  the  anow  ? 

12.  Do  they  not  like  it  all  the  better,  the  deeper -it  is,«? 

13.  Does  it  not  seem  strange,  that  such  a  cold  thing-  as 
snow  can  keep  any  thing  warm  ? 

14.  Dees  it  not  keep  the  earth  warmer  than  it  woulcfbe 
without  it  ? 

15.  Would  not  a  great,  many  plants  die  in  winter;^  if  •it. . 
were  no^  for  the  snow  l 


SFIRST  BOOK  IN  COMPOSITION. 

TO     TE'E    PUPIL,  . 

V       SUBJECT  NO.  11. 

'You  can  speak  of  the  pleasant  change  from  the  dreary, 
frozen  eartli,  to  the  clear,  white  snow ;  the  delight  ot 
children,  when  they  see  the  first  white  flakes  floating  in 
the  air ;  how  they  like  to  catch  these  as  they  fall,  and  see 
them  melt  in  their  hands ;  and  the  various  beautiful  forms 
of  these  snow-flakes.  You  can  speak  of  the  Btitlness  of  a 
snow-storm,  a-nd  describe  the  changed  appearance  of 
^very  thing  after  one  has  taken  place  in  the  night ;  the 
"beautiful  effect  of  the  morning  sun  upon  the  pure  white 
'landscape  ;  then  the  iingling  of  sleigh-bells,  the  shovel- 
ling of  paths,  a^id  all  the  sports  which  snow  brings  with 
it  for  children ;  snow-balling,  forts,  coasting,  &c. :  all 
'sfchese  you  wiM^and  no  difficulty  in  describing. 

You  can  jnention,  also,  the  reasons  why  the  earth  is 
warmer  with  its  snow  covering  than  it  would  be  without  it. 


SUBJECT   NO.  12. 

ICB.  * 

1,  How  is  ice  formed  ? 

2,  Does  not  water  sometimes  freeze  in  falling  from  the 
roof  of  a  house  ? 

3,  What  does  it  form  then  ? 

4,  What  shape  are  these  icicles  ? 

5.vI)o  we  not  often  see  great  numbers  of  them  hanging 
from  houses  and  tr^es  ? 


68  FIRST    BOOK    IN    COMPOSITICN. 

6.  How  do  they  look  when  the  sun  shines  upon  them.? 

1.  When  the  weather  is  very  cold,  what  happens  to  the 
ponds  and  rivers  ? 

S.  Do  not  the  boys   have  merry  times  then,  sledding 
and  skating  ? 

9,  Is  not  ice  very  slippery  ? 

10.  If  you  do  not  step  carefully,  will  you  not  certa,inly 
fan? 

11.  Even  then,  will   you  not  sometimes  be  over  before 
you  know  it  ? 

,12.  Do  not  children  like  to  find  a  smooth  strip  by  the 
roadside  ? 

13.  Do  they  not  always  stop  to  try  it  ? 

14.  And  sometimes,  by  doing  bo,  do  they  not  get  late 'to 
school ? 


TO    TEE  PUPIL. 
SUBJECT    NO.   11. 

You  can  describe  the  various  forms  which  ice  takes  in 
freezing  ;  the  beautiful,  delicate  crystals  which  are  some- 
times found  on  the  top  of  water ;  the  long,  sharp-pointed 
icicles  hanging  in  stiff  fringes  from  the  roofs  of  houses 
and  branches  of  trees ;  the  silver  coating  of  boughs  and 
twigs ;  and  the  beauty  of  all  this,  when  the  sun  shines 
upon  it. 

You  can  describe,  too,  the  freezing  of  the  ponds  and 
rivers ;  then  the  skating  parties   which   cover  them  ;  the 


FIRST    BOOK    IW    OOttPOStVlOV.  69 

coasting  down  steep  hill-sides ;  the  caution  one  is  obliged 
to  observe  in  walking  upon  ice,  and  various  tumbles  one 
gets  in  spite  of  it. 

You  can  speak  of  the  pleasure  it  givei  children  to  iSnd 
^   €k  long,  smooth  strip  of  ice  by  the   roadside  ;  the  manner 
<of  sliding  upon  it ;  and  also  of  getting  late  to  school,  and 
its  consequences. 


SUBJECT    NO.    18; 
NIGHT. 

i.  Do  not  all  things  go  to  sleep  at  night  ? 

2.  How  do  flowers  go  to  sleep  ? 

3.  What  do  chickens  do  at  night  ? 

4.  What  do  children  do  ? 

6.  Could  any  one  live  without  sleep  I 

61  Does  it  not  sometimes  seem  a  pity  to  lose  ine  beauty 
of  the  night  ? 

7.  Are  not  the  moon  and  the  troops  of  bright  stars 
beautiful? 

8.  Is  not  their  light  pleasanter  in  summer  than  the  gUr* 
ing  sun  at  noon  ? 

9.  Is  it  not  pleasant  to  listen  to  the  crickets  and  the 
katy-dids  ?  ^ 

10.  Do  they  not  seem  as  glad  as  peot>le  'are  to  have  the 
sun  go  down  ? 


70  FIRST    BCTDK     IN    COMPOSITION. 

11.  Are  not  winter  nights  beautiful,  too  ? 

12.  Are  not  the  stars  brighter  then  than  in  summer  ? 

13.  VVhat   bright  light  do  "we   often  see  then,   in  the 
north  ? 

14.  Does  not  the  show  upon  the  ground  help  make  it 
very  light? 

15.  At  night,  does  it  not  almost  seem  as  if- we  could  see 
heaven  between  the  stars  ? 

16»  Does  not  God  seem  nearer  to  us  at  night  than  bj  day  ? 


TO  THE  PUPIL, 


SUBJECT   NO.   13. 


Thcr^e  are  many  thoughts  suggested  by  these  questions, 
upon  whieh  you  can  dwell  at  almost  any  length.  Among 
these  are,— the  uses  of  the  night  to  plants,  to  animals, 
and  to  human  beings  ;  the  thought,  also,  of  what  would 
become  of  them  without  this  period  of  repose.  Then  there 
are  descriptions  of  the  beauty  of  night ;  the  glory  of  the 
tooon  and  stars,  and  all  the  host  of  heaven  j  the  quiet  of 
summer  .evenings  ;  and  the  song  of  the  katy-did  and 
cricket,  rejoicing  at  the  .going  down  of  the  sun  ;  then  the 
winter  night ;  the  clear,  frosty  air  ;  the  brilliant  aurora 
borealis  ;  the  brightness  of  the  stars  ;  the  light  of  the 
snow:  all  these  you  may» describe  as  vividly  as  possible,— r 
then  how,  at  night,  we  can  look  up  into  the  sky,  without 
b«iDg  blinded  by  the  light ;  and  the  longer  we  look,  the 


FIRST    BOOK    IN    COMPOSITION.  Vl 

farther  we  seem  to  scq  into  the  deep  blue  heaven.  You 
can  speak  of  the  glory  of  God,  as  written  upon  the 
heavens,  and  of  his  nearness  to  us  in  the  still  hours  of 
the  night. 


SUBJECT    NO.    14. 

MORNING, 

1.  la  not  early  morning  the  most  delightful  part  of  the 
day? 

2.  Is  it  not  a  pity  to  waste  it  in  sleeping  ? 

3.  What  do  the  birdB  begin  to  do  before  daylight  in 
summer  ? 

4.  How  do  the  roosters  try  to  wake  up  lazy  people  ? 
6.  Is  not  the  air  pure  and  cool  in  the  morning  ? 

6.  Do  not  the  flowers  look  fresh,  with  tlfe  dew  upon  them  ? 
'     T,  Is  it  not  pleasant  to  take  walks  before  breakfast  and 
gather  flowers  ? 

'  8.  Is  it  not  best  to  wear  things  which  will  not  be  spoiled 
by  the  dew  ? 

9.  Cannot  a  great  deal  of  time  be  saved  by  early  rising  ? 

10.  Ought  not  every  one  to  form  the  habit  of  it  ? 

11.  Have  not  almost  all  great  men  been  early  risers  ? 

12.  Have  they  not  been  able  to  study  more    than  other 
people? 


12  yiRST    BOOK    IN    COMPOSITIOW. 

13.  By  this  means  have  they  not  bocome  distinguished 
for  their  learning,  or  in  some  other  way  ? 

X4,  Can  you  mention  any  of  these  by  name  ? 

|5.  Far  what  were  they  distinguished  ? 


TO    TEE  PUPIL. 
SUBJECT    NO.   14. 

Every  pne  knows,  or  ought  to  know,  that  the  early 
morning  is  the  most  beautiful  part  of  the  day.  You  can 
mention  the  various  reasons  why  it  is  so  ;  the  fresh  ap- 
pearance of  every  tting ;  the  coolness  of  the  air ;  the  beauty 
of  the  sunrise :  and  you  can  speak  of  the  foolishness  of 
losing  all  this  beauty  by  sleeping  l^te ;  and  of  the  wisdom 
of  the  little  birds,  and  of  Roosters,  in  comparison  with 
lazy  children ;  how  the  Roosters  begin  long  before  sun- 
rise to  croWj^nd  the  birds  to  chirp  and  twitter,  as  if  try. 
ing  to  make  sleepy  people  wake  up  and  enjoy  the  beauty 
of  the  sense. 

You  ean  apeak,  also,  of  the  time  that  is  saved  by  early 
rising,  and  estimate  how  much  half  an  hour  saved  would 
be  at  the  end  of  a  year ;  and  you  can  mention,  also,  any 
great  men  who  have  been  early  riaers,  and  for  "wkat  they 
became  distiji^uished* 


7IRST    BOOK      IN       COilFOSITIOM 

SUBJECT    NO.    15. 

TEJ^3S. 

1.  Would  there  be  any  beauty  in  the  Qarth,  if  it  were 
n<irt  for  trees  ? 

2,  Do  they  not  cover  the  mountains  and  fill  the  valleys  ? 
3*.  In  spring,  what  is  the  appearance  of  their  foliage  ? 

4.  How  does  it  look  in  summer  ? 

r 

5.  IIow  does  it  change  in  autumn  ? 

6.  In  winter,  is  it  not  pleasant  to  look  through  the  leaf- 
less twigs  into  the  deep  blue  sky  ? 

7.  When  the  trees  are  covered  with  ice,  how  do  they 
look  in  th^  sunlight  ? 

8.  Do  we  not  love  trees  best  in  simmer  ? 

'9.  Are  they  «ot  of  more  use  to  tie  then  ? 

to.  Could  we  endure  the  heat  of  summer  without  their 
•cool  shade  ? 

IL  After  a  hot  walk  in  th«  sun^  is  il  not  delightful  to 
come  to  a  shady  grove  ? 

12.  Do  not  people  sometimes  get  up  pic-nics,  and  take 
dinner  under  the  trees  ? 

13.  Is  not  a  grove  of  trees  the  most  pleasant  dining- 
-room in  the  world  T 

14.  What  is  its  furniture  ? 


74  FIK9T    liOOK     IX     UQMl'OHlilON. 

TO   THE  PUPIL. 
SUBJECT    NO.    15. 

Trees  clothe  the  whole  earth  with  beauty,  and  without 
them  ¥j  would  be  barren  and  desolate  enough.  You  oau 
dwell  upon  this  latter  idea,  and  write,  if  yo\j  choose,  an 
imaginary  description  of  the  earth  without  trees,  in  con- 
trast to  the  earth  jis  it  now  is,  adorned  with  its  beautiful 
plumage  of  green. 

You  can  describe  the  varied  appearance  of  trees,  in 
spring,  in  summer,  in  autumn,  and  in  winter. 

You  can  speak  of  the  scorching  heat  of  the  summer 
sun;  how  impossible  it  would  be  to  endure  this  without 
the  shade  of  trees  to  relieve  ft ;  and  the  pleasure,  in  a  sum- 
mer walk,  of  taking  refuge  in  a  shady  grove. 

You  can  describe  a  pic-nic  dinner  under  the  trees ;  the 
kind  of  dining-room  which  these  form;  with  what  it  is  car- 
peted, and  how  it  is  furnished  in  other  respects. 


SUBJECT    NO.    10. 
FLOWERS. 

1.  Could  not  God  have  made  the  world  without  flowers  ? 

2.  Could  we  not  have  houses  to  live  in,  and  enough  t|0 

*  * 

cat,. if  there  were  no  flowers  ? 

8.  Might  not  God   have  made  flowers  all  of  one  kind 
and  one  color  ? 

4,  Has  he  not  given  ue  a  wonderful  and  beautiful  va^ 
riety  ?  •     . 


FIRST    HOOK    IN    COMPOSITION.  75 

5.  Has  he  not  scattered  them  in  profusion  everywhere  ? 

6.  Do  flowers  seem  to  have  been  made   for  any  thing 
except  to  give  us  pleasure  ? 

7.  Is  not  the  grass  by  the  roadside  often  sprinkled  with 
little  flowers  ? 

8.  When  we  see  them,  ought  we  not  to  be  thankful  to 
God? 

9.  Shoul-d  it  not  teach  us  to  try  to  make  others  happy  ? 

10.  Cannot  we  make  <?thcrs  happy  by  kiad  words  and 
;actB,  as  God  makes  us  liappy  with  flowers  ? 

11.  Ought  we  not  to  give  these  as  freely  ;&g  he  gives  os 
:flowcrs  ? 

12.  Do  we  not  often  trample  upon  flowers  and  throw 
them  away  ? 

13.  When  we  do  so,  does  God  fitop  giving  us  flowers  ? 

$il4.  When  people  are  unkind  to  us,  then,  gfiould  we  stop 
feeing  kind  to  them  ? 

15.  If  wo  do,  is  that  being  like  God? 


TO     THE    P  UPIl(. 
SUBJECT  NO.  16. 

*  Answer  these  questions  in  the  order  iE  which  they  stand  ;. 
rand  try  to  make  a  -oomposition   out  of  (the  thoughts  sug- 
^•gested,  which    sha*il  show  the  love  of  <(God  in  giving  us 
."flowers. 

You  must  remember  then,  that  it  is  tfhe 'question,  "  Why 
do^es  /jfod  gw<',  us  flowers  T' — th^t  you  aire  to  answer,  in 


,0  FIR»r    BOOK     IN    COMPOSITION. 


your  composition  ;  and  you  are  to  show  that  it  is  because 
he  lovee  us,  and  wishes  us  to  be  happy,  that  he  scatters 
these  beautiful  things  along  the  wayside  and  in  the  woods  ; 
and  that  wc  ought  to  try  to  scatter  kind  words  and  acts 
along  the  pntlnvay  of  others,  in  order  to  make  them  hap- 
py, so  th;it  wo  may  be  like  God ;  and  also  that,  as  he  never 
stops  giving  us  good  things  on  account  of  our  ingratitude, 
80  we  ought  never  to  become  discouraged  or  weary  in 
well-doing  by  the  unkindnes?  of  others, 


FI113T    BOOl    IV     C0MP03ITI0X. 


PUNCTUATION, 


LESSON    XXII. 

PERIOD,  INTERROGATION  POINT,  EXCLAMATION   POINT. 

WnAt  is  Punctuation  ? 

Punctuation  is  the  art  of  dividing  written  language  hy 
points,  in  order  that  the  meaning  may  be  readily  under- 
stood. 

What  are  the  characters  used  in  Punctuation  ? 

Period,                    ,         Semicolon  • ; 

Interrogation,         ?         Comma,  , 

Exclamation,          !         Dash  — 

Colon,                      :         Parenthesis  ( ) 

Brackets,    [  ]  • 

Learn  these  characters  perfectly,  so  that  you  can  malie  them  on 
the  black.boanl.  Turn  tu  the  oral  exercise  at  the  end  of  the  hvst 
lesson,  and  mention  the  names  of  the  points  as  they  occur. 

"Where  should  the  period  be  used  ? 

'  A  period  should  be  placed  after  every  declaration  and 
imperative  sentence ;  as,  "  The  child  is  asleep.*'  The 
period  is  also  used  to  denote  an  abbreviation  ;  thus,  when 
WQ  write  Dr  for  Doctor^  or  G-eo  for  George,  we  must  uac 
a  period — Dr.,  Geo. 

Where  should  fho  interrogation  point  be  used? 

An  interrogation  point  should  be  placed  after  every  in- 
terrogative sentence  ;  as,  '''Have  you  been  to  Ohio  V 


78  TlBMl    iiO-OK      IN    COMyOSITION,  *      , 

Where  should  the  exclaraaiion  point  he  used  ? 

An^^xclaraation  poin-Q  should  be  placed  after  ever j  ex- 
clamatory sentence,  and  after  every  interjection  except 
0  ;  a»,  "  Alas  !  woe  is  me  /"  • 

EXERCISE. 

Writ©  the  following  sentences,  and  insert  periods,  in- 
terrogation points,  and  exclamation  points,  in  their  pro- 
per places. 

Example.     Alns  true  friendship  has  departed  from  earth. 
Pimctuated,     Alas!  true  fricndghip  has  departed  from  e»/th, 

1.  }Iark  the  bee  winds  her  small  but  mdcUow^horn 

2.  What  art  thou  doing    Is  revenge  so  sweet 

3.  Ha  at  the  gates  what  grisly  forms  appear 

4.  Farewell  ye  gilded  follies  welcome  ye  silent  groves 

5.  What  would  I  have  you  d(*.  ^'11  tell  you  kinsman  •  karn  to  be- 
wrsc. 

6.  Canst  thou  nxyt  sing    Send  forth  a  hymn  ®?  praise 

7.  No  mora     Fll  hciir  no  more.     Begone 

8.  How  dead  th<5  vegetable  kingdom  lies      ^  • 
y.  'Ihe  village  dogs  bark  at  the  e:irly  pilgrim> 

10.  Olin  you  recall  time  that  is  gone  Why  then  do  yon  not  iir>- 
prove  the  passing  momenta 

11.  A  braT«  man  knows  no  (car 

12.  Both  stars  and  sun  will  fade  away  ;  but  can  tbe  soul  of  man  di* 
18.  Oh  horrible  thought     Ah  woo  is  me 

14.  Dr  Johnson  was  a  learned  miin 

15.  New  iloUand  contasna  man^ir  ^rvgular  Evycc!«»  of  birds- 


rilAT  BOOK   IN  OOMPOSITIOK.  VO 

LESSON    XXIV. 

COLON    AND    SEMICOLON. 

Make  & -colon  on  th«  blacksboard. 
Where -should  the  colon  be  placed  ? 

The  colon  should  be  placed  between  clauses  that  have 
Terj  little  connection  ;  and  after  the  words,  thvA^  following^ 
'Or  as  follows^  when  reference  is  made  bj  them  to  something 
^•coming  after ;  as,  "  The  Squire  next  ascended  the  plat- 
form,, and  spoke  as  follows  :  '  Gentlemen  and  ladies,*  "  &c. 

Make  a  semicolon  on  the  black-board. 

For  what  is  the  semicolon  used  ? 

'The  semicolon  is  used  to  separate  long  clauses,  such 
aeare  not  very  clos<3ly  connected ;  as,  *'  I  perceive  the 
difference;  it* is  very  obvious." 

SPECIAL    RULES. 

Rule  I,  When  several  long  clauses  foUow  each  other 
all  having  common  dependence  on  some  other  clause,  they 
are  separated  by  secnicolons ;  as,  "I  love  to  wander 
through  the  fields  ;  to  see  the  vegetable  world  spring  into 
life  ;  to  gaze  upon  the  beauties  which  God  has  so  lavishly 
diffused ;  and  through  the  creature  to  commune  with  the 
Creator, 

Mule  IL  When  examples  are  introduced  by  the  word 
as,  a  semicolon  is  placed  before  as  ;  for  an  example,  see 
the  preceding  rule,    *  ' 

EXERCISE.  - 

Write  the  following  sentences,  and  insert  periods,  inter 
rogatiod  points,  exclamation  points,  colons,  and  semico- 
lons, where  they  are  required. 


80  FIRST    DOOK     IV    COMPOSITIOK. 

« 

Example.  IJc  has  arrived  he  sounds  his  bugle  at  the  gates  Shall 
wc  admit  him 

Punctuated.  He  has  arrived  ;  ho  sounds  his  bugle  at  the  gates. 
Shall  we  admit  him  ? 

1.  The  warrior  spoke  as  follows  "O  man  heavy  with  wine  wh]^ 
dost  thou  keep  prattling" 

2.  Do  not  insult  a  poor  man  his  misery  entitles  him  to  pity. 

8.  Some  books  are  to  be  read  others  are  to  be  studied  while  many 
may  be  entirely  neglected  with  positive  advantage 

4.  His  last  words  were  as  follows  "  Farewell  may  Heaven  prosper 
thee  in  thy  perilous  enterprise" 

6.  If  the  sacred  writers  will  take  up  their  abode  under  my  roof 
if  Milton  will  cross  my  threshold,  to  sing  to  me  of  Paradise  if 
Shakspeare  will  open  to  me  the  fields  of  imagination  I  shall  not  pinfe 
for  want  of  company 

6.  Beauty  is  an  all-pervading  presence  It  unfolds  in  the  flowers 
of  ppring  it  waves  in  the  branches  of  the  trees  it  haunts  the  depths 
of  the  earth  and  sea. 

7.  Gentle  reader,  have  you  ever  sailed  on  the  sparkling  waters  of 
the  Mississippi 


LESSON  XXV. 

COMMA. 
Make  a  comma  on  the  black  board. 
For  what  is  the  comma  used  ? 

The  comma  is  used  to  separate  short  clauses,  or  such 
as  are  closely  conuected,  but,  in  consequence  of  the  con- 
struction or  arrangement,  must  be  separated  by  some  point. 

fi^i'FciAL  RuLis.     "What  is  the  rule  for  placing  the  comma  before 
and  after  clauses  and  phrases  ? 

flule  J.  TVbfn  a  clause  or  phrase  is  introduced  into  a 


F33«T    lOOK   IN    COMPOSiTlO*.  81 

centence  -without  a  conjunction,  particularly  if  aft  inver- 
sion occurs,  go  ttat  it  does  not  occupy  its  natural  position, 
a  ccmraa  should  be  placed  before  and  aftef  it ;  or,  if  8u«h 
clause  stands  at  the  commencement  of  a  sentence,  a  com- 
Sna  should  be  placed  after  it. 

The  principal  clauses  and  phrases  that  fall  under  this 
Tule  are  as  follows  : 

I.  A  relative  clause ;  as,  *'  Ellen,  who  was  up  early,  finished  her 
lessen."  But  if  the  relative  clause  restricts  the  antecedent,  or  the 
connection  between  the  two  is  very  close,  there  is  no  comma  before 
the  relative  ;  "Those  who  are  good,  are  happy." 

II.  A  participial  clause  ivhen  it  does  not  qualify  the  object  of  a 
yerb  ;  as,  "The  Captain,  seeing  his  danger,  .woided  it." 

III.  An  adverbial  clause ;  as,  "By  the  time  we  reached  shelter, 
^e  were  completely  wet." 

IV.  A  vocative  clause  ;  as,  "Here  I  am,  my  beloved  son." 

V.  The  phrase,  in  shorty  in  truths  on  the  contrary,  &c. ;  also,  the 
words,  5€»trf<?jf,  moreover ^  namely,  nfiy,  firstly,  secondly,  &c.  The 
conjunctions*  aiso  and  Ax>toe«er,  which  should  not  commence  a  sen* 
tence,  have  a  comma  before  and  after  them;  as,  "Your  Cousin,  in 
«hort,  has  become  a  lovely  weman."     "James,  however,  is  here." 

What  is  the  rule  that  relates \o  the  subject  of  a  verb  ? 

RuU  II.   When  the  subject  of  a  verb  consists  of  a 

number  of  words,  a  comma  should  be  placed  after  it ;  .as 
**  Close  and  undivided  attention  to  any  object,  insures 
success." 

What  is  the  rule  that  relates  to  cert&in  conjunctions? 

Mule  111.  When,  to  avoid  repetition,  a  verb,  or  a  con- 
junction that  connects  words  of  the  same  part  Of  speech, 
is  omitted,  a  comma  should  be  put  in  its  place  to  denote 
the  omission;  as,  "Conversation  makes  a  ready  man ; 
writing,  an  exact  man."  In  the  last  clause  the  verb, 
makes  is  omitted,  ahd  the  comma  is  put  in  its  place, 
**  Solomon  was  a  wise,  ^riident,  and  powerful  monarch." 
The  conjuiitttrAn  and  is  omitted  between  wise  and  prudent^ 
and  a  comma  is  put  in  its  place. 


82  FIRST    BOOK    IN    C0MP08ITiaN\ 

"What  is  the  rule  that  relates  to  certain  conjunctions  ? 

Rule  IV.  A  comma  should  be  placed  before  and^  oVj 
if^  hut,  and  that,  "when  they  connect  short  clauses ;  and 
before  and,  or,  and  nor,  when  they  connect  the  last  two 
of  a  series  of  words  that  are  of  the  same  part  of  speech  ; 
fts,  "  You  must  come  with  me,  or  I  will  go  with  yon." 
"  Neither  Ellen,  Sarah,  nor  Jane  was  there." 

What  is  the  rule  that  relates  to  nouns  in  apposition  ? 
>  » 

Hule  V.  When  a  clause  of  more  than  two  words^oc- 
curs,  containing  a  noun  in  apposition  with  some  preceding 
noun,  a  comma  should  be  placed  before  and  after  the 
clause ;  as,  "  Columbus,  the  discoverer  of  America,  was 
born  in  Genoa." 

Mule  VI.  Words  used  in  pairs  take  a  comma  after  each 
pair  ;  as,  "  Poverty  and  distress,  desolation  and  ruin,  are 
the  consequences  of  ciril  war." 

EXERCISE. 

Copy  the  following  sentences^  and  insert  commas  in 
the  proper  places.  The  rule  under  which  the  examples 
are  given,  will  direct  you  ;  refer  to  it,  if  you  do  not  re- 
member it. 

ExMmpleB  under  Rule  I.  The  Romans  who  conquered  the  world 
could  not  conquer  themselves.  Those  who  fled  were  killed.  Philip 
whose  wife  you  have  seen  has  gone  to  Albany.  We  saw  a  man 
walking  on  the  rails.  A  man -while  imprudently  walking  on  the 
rails  was  run  orer  by  the  cars.  Where  we  stood  we  could  not  hear 
%  word.  Wait  a  moment  my  friend.  Vice  is  alluring,  and  has  many 
TOtaries  ;  virtue  on  the  contrary  has  but  few. 

Under  Ruh  JL  That  this  ukan  has  basely  deceived  those  who 
have  trusted  him  cannot  be  douWted.  A  long  life  of  good  works  and 
sincere  repentance  can  hardly  atone  for  such  misdeeds.  The  author 
of  these  profound  and  learned  pl^ilosophical  essays  was  a  poor 
blacksmith.  • 

Under  Rul$  III.     Diligence  is  the  mother  of  success;  laziness  of 


FIRST  BOOK   IN  COMPOSITIOW.  83" 

failure.  The  wife  was  a  tall  loan  cadaverous  personage  ;  the  hgsband 
was  a  fine  good  looking  sturdy  fellow.  Men  women  and  children 
cry  out  and  run. 

Under  Rale  IV.  No  one  will  respect  you  if  you  are  dishonest. 
Stephen  saw  his  cousin  coming  and  ran  to  meet  her.  My  horsfe  is 
not  handsome  but  he  trots  well.  He  will  be  here  on  Wednesday 
Thursday  or  Friday.  Be  virtuous  that  you  may  be  esteemed  by 
your  companions. 

Under  RuU  V.  Bunyan  the  author  of  "  The  Pilgrim's  Progress" 
was  a  tinker.  Paul  the  Apostle  of  the  Gentiles  wrote  many  epistles. 
I  have  been  in  Ireland  ill  fated  country.  Cicero  the  orator,  is  one 
of  the  moat  distinguished  of  the  ancient  Romans. 

Under  Rule  VI.  Industry  and  virtue  idleness  and  vice  go  hand 
in  hand.  Summer  and  winter  seed  time  and  harvest  are  the  gifts  of 
an  all-wise  Providence.  Painting  and  sculpture  poetry  and  music 
will  always  heve  enthusiastic  admirers. 


^  LESSON    XXTI. 

Copy  the  following  extract,  inserting  the  punctuation 
points  that  have  been  described. 

The  Swan. 

Swans  in  a  wild  state  are  found  in  the  eastern  part  of  Europe  but 
they  are  most  abundant  in  Siberia  and  the  countries  that  surrouad 
the  Caspian  Sea  Under  ordinary  circumstances  they  are  perfectly 
harmless  but  when  driven  to  act  on  the  defensive  have  proved  them- 
selves formidable  enemies  They  have  great  strength  in  their  wings 
an  old  swan  using  these  as  his  weapons  has  been  knawn  to  break  a 
man's  leg  with  a  single  stroke  When  their  young  are  in  danger 
they  do  not  hesitate  to  engage  with  large  animals  and  not  unfre- 
quently  come  off  victorious  from  the  struggle     A  female  swan  was 


84  TIRBT  BOOK    IN    coupormowT. 

•nee  geen  to  attack  and  drovrn  a  fox  which, was  swimming  towards. 
h»r  nest  for  the  purpose  of  feedin;^  upon  her  young 

When  sailing  upon  the  water  which  is  its  favorite  element  the 
swan  is  a  beautiful  bird  and  its  motions  arc  graceful  when  on  landi 
howeTcr  it  presents  a  very  different  appearance  its  gait  being  awk- 
ward  and  all  its  movements  cxceedin[]!ly  clumsy 

It  has  been  said  by  some  authors  that  the  swan  which  during  its^ 
life  never  sings  a  note  sends  forth  when  it  is  dying  a  most 
beautiful  strain  This  is  no  doubt  a  mere  fable  at  all  events  we  have 
notsuflBcient  evidence  to  establish  it  as  a  fact 

Swans  were  formerly  held  in  such  esteem  in  England  that  by  ao 
act  of  Edward  IV  no  one  but  the  king's  son  was  permitted  to  keep 
a  swan  unless  he  had  an  income  of  five  marks  a  year.  By  a  subse* 
quent  act  those  who  took  their  eggs  were  punished  by  imprisonment 
for  a  year  and  a  day  and  fined  according  to  ihe  king's  pleasure  At 
the  present  day  swans  are  little  valued  for  the  delicacy' of  their  fiesb> 
though  many  are  still  preserved  for  their  beauty. 


LESSON    XXVII. 

DASH,  PARENTHESIS,   BRAeKBTS. 

Make  a  dash; 

For  what  is  the  dash  used  ? 

The  dash  is  used, 

.    I.  To  denote  that  a  sentence  is  unHiiished  ;  as,  '^  I  can- 
not believe  that  he ." 

II.  To  denote  a  sudden  transition  cither  in  the  form  of" 
a  sentence,  or  in  the  •  sentiment  expressed,  as,  "  It  was  a 
sight — that  child  in  the  agony  of  deal  li — that  would  have- 
moved  a  heart  of  stone." 

"  He  had  no  malice  in  his  mind — 
No  ruffles  on  his  shirt.' 


FIRST     BOOK     IN    COMPOSITION.  85 

Make  a  parenthesip.     Mako  a  bracket. 
For  what  are  parenthesis  and  brackets  used  ? 

Parentheses  and  brackets  are  used  to  inclose  words  and 
clausCvS,  that  are  not  connected  in  construction  with  other 
words  in  the  sentence,  but  arQ  suggested  by  them,  or  ex- 
planatory of  their  meaning ;  as, 

'"  Know,  then,  this  truth,  (enough  for  man  to  know,) 
Virtue  alone  is*  happiness  below." 

"  The  wisest  men,  (and  it  may  be  said  the  best  too,)  are 
not  exempt  from  ein."    ' 

Are  parentheses  and  bi'ackets  much  used  by  authors  of  the  pre- 
fient  day  ? 

No  ;  commas  are  generally  used  instead  of  them. 

EXERCISE.      '      ,        '  • 

Copy  and  punctuate  the  following  sentences, 
Daslu 

1.  A  crimson  handkerchief  adorned  his  head 
'His  face  was  cheerful  and  his  nose  was  red 

2.  Sonne  and  they  were  not  a  fevv  knelt  down 

3.  His  eyes  how  thc3^twinkled  his  dimples  bow  merry 

4.  They  poisoned  my  very  soul  hot  burning  poisons 

5.  Away  ungrateful  wretch.     A  father's  curse  rest    Alas  whatam 
I  doing    I  cannot  curse  my  v^on 

6.  The  frieod  of  our  infancy  has  she  gone  forever 

7.  Thou  merry  laughing  sprite 
With  spirits  feather  light 

Untouched  by  sorrow  and  unsoiled  by  sin 
Good  Heaveps  the  child  is  swallowing  a  pin 

Thou  imp  of  mirth  and  joy- 
In  love's  dear  chain  so  strong  and  bright  a  link 
"Thou  idol  of  thy  parents   drat  the  boy      . 

There  goe§  my  ink 


8fi  FIRST    BOOK     IN    COMPOSITION. 

Parentfieseft. 

8.  Let  us  then  for  we  cannot  flee  without  disgrace  boldly  meet  the 
foe. 

9.  Mr,  Morton  every  old  citizen  kno^  him  well  died  last  week  of 
apoplexy. 


LESSON    XXVIII. 

OTHER  MARKS    USED    TN  WRITING. 

Are  any  other  marks  used  in  writing  besides  those  which  have 
been  described? 

Yes;  ■  *.         .  .      ■       ■ 

g  Apostrophe,  '  ,    Hyphen, 

.    Quotation  Marks,  "  ''  Caret,  y\ 

Make  an  apostrophe.     For  what  is  the  apostrophe  used  ? 

The  apostrophe  is  u^ed, 

I.  To  denote  the  omission  of  one  or  more  letters ;  as, 
tho'  for  though  ;  'neath  for  beneath, 

II.  When  5  i«  placed  after  a  noun,  mnking  it  denote 
possession,  an  apostrophe  is  inserted  before  the  « ;  as, 
John  8  book.  But  when  the  noun  ends  in  «,  rind  signifies 
more  than  one,  an  apostrophe  alone  placed  after  it,  makes 
it  denote  possession;  as,  "The  ladies'  seats." 

Make  quotation  Marks.     For  what  are  quotation  maiks  used  ? 

Quotation  marks  are  used  to  inclose  a  passage  quoted 
from  an  author  or  speaker,  in  his  words  ;  as, 

"  To  err  is  human  ;  to  forgive,  divine.*' 
Are  single  quot.ntion  marks  ( '    ' )  ever  used  ? 

Yes;  single  quotatioh  marks  are  used  to  inclose  quota- 
tions that  occur  within  quotations,  or  that  are  slightly  al. 


FIKST   BOOK    INo'OMPOSlTIOar  87 

tered  from  the  words  of  the  author  or  speaker ;  as,  ^*  The 
Scripture  saith,  'Watch  and  pr?^y.'  " 

Make  a  hyphen.     For  what  is  the  hyphen  used  ? 

The  hyphen  is  used, 

I.  To  connect  two  simple  words  that  unite  to  form  a 
compound  word ;  as,  "  A  spirit-moving  strain." 

II.  At  the  end  of  a  line,  -wlrere  there  is  not  room  for 
the  whole  of  a  word,  the  hyphen  is  placed  after  one  of 
its  syllables,  to  show  that  the  rem:under  may  be  found  at 
the  beginning  of  tlie  next  line  ;*  as,  "  He  strove  man- 
fully." 

Mak«  -a  caret.     For  what  i^  the  caret  used  ? 

When  some  word  that  lias  been  omitted  is  interlined, 
the  caret  ia  used  to  show  where  it  should  be  introduced; 

lesson 
as,  "  Study  this  carefully." 


EXERCISE. 
Copy  and  punctuate  the  following  sentences  : 

A^yostrophe.  Ill  neer  forget  your  kindness.  They  sat  neath  a 
spreading  willow.  Tho  Milton  was  blind  yet.  was  his  mind  well 
stored  with  knowledge.  Hark  tis  the  signal  gun.  Where  is  my 
fathers  hat  ?  Zenos  schoGl  was  one  of  the  most  celebrated  irj  Greece. 
Romes  greatness  has  passed  tiwiiy.  I  saw  the  citys  gates.  I  saw 
the  cities  gates.     Where  is  Janes  fan.  • 

Quotation  marls.  P<?ipe  says  The  proper  study  of  mankind  is 
wian.  When  Socrates  was  asked  what  man  approached  t'oe  njearest 
tc  perfect  happiness  he  answered,  That  man  who  has  the  fewest  wants. 
The  philo=oph-er  hath  truly  said  Anxiety  is  tho  poison  of  Immanlife. 
The  quality  of  mercy  says  Shakspe.are  is  hot  strained,  iiow  much 
tTUth  there  is  in  Franklin's  maxim.  One  to-day  is  worth '  two  to- 
CKorrows. 


•^When  thepujjil.  in  writing,  cannot  get  the  whole  of  a  •vrord  in  the  line,  and  has 
to  carry  part  of  it  to  the  next,  he  rauc-t'be  careful  to  divide  it  ucoording  to  its 
syllables,  «iud  place  the  hyplien  after  a  compuote  syllable. 


88  '  FIRST    BOOK     IN'    COMPOSITIOy. 

ITyplien.  A^vaythoii  earth  polluting  miycreint!  He  is  a  mis- 
chief maker.  The  laborer  enjoys  his  well  earned  feast.  Tbe  air  is 
U\\  of  snow. flakes.  Where  is  your  ey(i  glass?*  Near  the  shore  was  a 
grove  of  tpice  wootl.     The  river  glides  on  in  its  serpent  like  course. 

Cant.  {In  iuich  of  the  foUozoing  sentences,  one  or  more  icords  are 

omitted.     Introduce  the  omitted  word  or  words  by  me0,ns  of  a  caret ; 

is 
as,  Dark  the  p,atb.) 

Labor  gives  a  relish  pleasure.  Hope,  the  balm  life,  soothes  under 
cvpry  Tftisfortune.  Charity  is  one  of  the  of  virtues.  ,  Always  show 
;to  the  aged.     Honor  your  father  mother.     Do  not  your  time. 


LESSONXXIX. 

EXERCISE. 

Copy  and  punctuate  the  following  extracts : 

1,  Phocion.  Phocion  one  of  tho  most  illustrious  of  the  ancient 
Greeks  was  condemnetl  to  death  by  his  ungrateful  countrymen 
"When  about  to  drink  the  fatal  hemlock  he  was  asked  if  he  had  any  • 
thing  to  say  to  his  son  Bring  him  before  me  cried  be  My  dear  son 
gaid  this  fiiagnanimous  patriot  I  entreat  you  to  serve  your  country 
as  faithfully  as  I  have  done  and  to  forgot  that  she  rewarded  my  ser 
vices  by  an 'unjust  acath. 

2.  The  SynAniTiKS.  We  have  heard  many  stories  of  lazy  people 
but  what  Athcnceus  tells  us  of  the  Sybarites  a  nation  of  antiquity 
exceeds  them  all    They  would  not  allow  any  mechanical  trade  to  be 

,  carried  on  in  their  city  because  the  noise  was  unpleasant  and  dis- 
turbed their  slumbers  for  the  same  reason  to  keep  a  rooster  was  a 
grave  offence  punishable  by  law  A  Sybarite  on  one  occasion  it  is 
said  wandering  out  into  the  country  saw  some  men  digging  where- 
upon the  sight  pave  him  a  violent  strain  "in  the  bn'ck  while  a  friend 
to  whom  he  described  u  hal  he  had  seen  caught  a  severe  pain  in  the 
side     One  of  them  having  visited  Laccdasmon  was  introduced  to  tho 


FIRST    BOOK    IN     COMPOSITION.  89 

public  table  where  thc.pnnci{i?J  dish  was  J/'a^'^  hrath.  Ah  cried  he 
no  longer  do  I  wonder  at  the  bravery  of  the'  '^ivtrfon^'  for  rather 
would  I  die  than  to  live  on  such  wretched  diet. 

3.  The  Form  of  the  Earth.  Heraelitus  supposed  that  the  earth 
had  the  form  of  a  canoe  Aristotle  that  it  was  shaped  like  a  timbrel 
while  Anaxiraander  proved  to  his  own  satisfiction  tliat  it  was  a  vast 
cylinder    It  was  reaerved  foni  later  age  to  discover  its  real  shape 


Wesson  xxx.    • 

EXERCISE. 

Copy  and  puntuate  the  following  extract.    .' 

The  Leprosy  in  xVfrica.     Leprosy  that  awful  disease  which  cov 
ers  the  body  with  scales  ^till  e  Asw  in  Africa    Whether  it  is  the  same 
leprosy  as  that  mentioned  in  the  Bible  is  not  known  but  it  is  regard- 
edas  perfectly  incurable  and  so  infectious  that  no  one  dares  to  come 
near  the  leper.     In  the  south  of  Africa  there  is  a  large  lazar  house' 
for  the  victims  of  this  terrible'  malady    It  consists  of  an  imrd%nse 
space  inclosed  by  a  very  high  wall  and  containing  fields  which  the 
lepers  cultivate     There  is  only  one  entrance  and  it  is^trictly  guard- 
ed    When  any  one  is   found  with  tho.  marks  of  leprosy  upon  him 
he  is  brought  to  this  gate  and   enters  never  to  return     Within  this 
abode  of  misery  there  are  multitudes  of   U;pcrs  in  all  stages  of  the 
disease    Dr  Helbeck  a  missionary  .of  the  Church  of  England  fr(yn 
the  top  of  a  neighboring  hill  saw  them  at  work     He  noticed^  two 
particularly  sowing  peas  in  the  field    The  one  had  ^  no  hands  the 
other  no  feet  those  members  having  been  wasted  away  by  the  dis- 
ease   The  one  who  wanted  the  hands  was    carrying  the'  other  who 
wanted  the  feet  on  his  bavjc  and  he  again  bore  in  his  hands  the  bag 
of  seed  and  dropped  a  pea  every  now  and  then  which   th^^  other 
pressed  kto  the  ground  with  his  foot  and  so  they  managed  the  work 
<)i  one  man  between, thctwo 

Such  is  the  prison  house  of  disease.  Ah  how  little  (^o  \vc  realize 
the  misery,  that  is  in  the  world  How  unthankful  are  wo  for  the 
blessings  Which  God  bestows  upon  us  while  he  denies  them  toothers. 


90  wnn  book  ik  oigMinow. 


LESSON    XXXI, 

RULES   FOR    THE  USE-  OF   CAPITAL   LETTERS. 

What  usage  formerly  prevailed'  with  regard  to  capital  letters  ? 

*  .      ♦  .     .  . 

To  begin  every  noun,  both  in*  writing  and  printing,  with! 

a  capital.     This  is  still  the  practiee  in  the  German  lan- 
guage. 

What  are  the  rules' that  are  to  guide  us  at- the- present  day  ? 

Begin  with  a  capital  letter  : 

1.  The  first  word  of  every  sentence. 

2.  All  proper  nouns,  and  titles  of  office  or    honor  ;  as, 
Home,  Spairiy  President  Davis,  General     Washington^. 
Henry  Street. 

3.  Adjectives  formed  from  proper  nouns  ;  as,  Roman, 
Spanish. 

4.  Common  nouns  when  spoken  to,  or  spoken  of,  as 
persons;  as,  "  Corae^  gentle  Spring.'' 

5.  The  first  word  of  every  line  of  poetry, 

6.  The  appellations  of  the  Deity,  and  personal  pro- 
nouns standing  for  His  name  ;  as,  **  God  is  the  Lord  ;  He 
ruleth  in  His  might.'' 

7.  The  first  word  of  a  quotation  that?  forms  £t  complete 
sentence  by  itself,  and  is  not  introduced  by  that,  or  other' 
words  which  would  connect  it  in  construction  with  what 
precedes  ;  as,  "  liemember  the  old  maxim  .*  *  Honesty  isi 
the  hest  policy .'  " 

8.  Every  important  word  in  the  titles  of  T)Ooks,  or 
headings  of  chapters  ;  as  "  Locke's  Eisay  on  Human  Uh- 
der  standing ," 

9.  Words  that  are  the  leading  subjects  of  diseoursco. 


OflHST   BOOS    IN    COMP^glTION.  91 

10.  The  prcnoun  J,  and  the  interjection  (9,  must  he 
'Written  in  capitals, 

,  EXERCISE. 

Copy  the  following  sentences,  applying  the  rules  giveii 
above,  and  observing  that  where  there  is  no  rule  for 
'using  a  capital  you  must  substitute  a  small  letter. 

1.  Under  Rule  I.  Know  Thyself,  honesty  is  the  best  policy,  fol- 
low-virtue.  It  Rains,  envy  is  a  Dishonorable  emotion,  avoid  the 
-appearance  of  evil.     Improve  every  Moment. 

2.  Under  Rules  11.  and  III.  Alexander  the  great  overran  syria, 
persia,  lydia,  and  hyrcania,  pushing  his  Conquests  as  far  as  the  river 
indus.  napoleon  kept  all  Europe  at  buy,  until  the  Fatal  Field  of 
Waterloo  consign^  him  to  st.  helena.  President  adams  received  the 
congratulations  of  the  french  and  Spanish  ministers. 

3.  Under  Rule  IV.  Hail,  winter,  seated  on  thine  icy  Throne! 
Fierce  war  has  sounded  hie  trumpet,  And  Called  the  peasant  from 
the  field,  bland  Goddess  peace  now  smiles  upon  the  plain,  hei^  I 
and  sorrew  sit.     (jrim  darkness  furls  his  leaden  Shroud. 

4.  Under  Rules  V.  and  VI. 

•in  e\eTy  leaf  that  trembles  te  the  breeze,    » 
i  hear  the  Voice  of  god  among  the  trees. 
Trust'in  the 'lord  ;  hath  he  Spoken,  and  shall  he  not  do  it? 
these,  as  they  change,  almighty  father,  these 
are  but  the  varied  god. 

5.  Under  Rule  VII,  This  was  our  saviour's  command:  "watch 
and  pray."  Virgil  says,  "labor  conquers  all  things."  "merry 
Christmas,"  t^ried  the  delighted  villagers. 

G.  Under  Rule  VIII.  milton's  "  paradise  lost  "  only  brought  him 
five  ^Pounds.  Have  you  read  dickens'  Account  of  his  visit  to 
am^rica,  which  he  entitles  "  american  notes  for  general  circulation  ?" 
I  have  read  with  delight  hervey's  *'  meditations  among  the  tombs. ' 

T.  Under  Rule  X.  i  Ipve  thee  not  as  once  i  loved,  o  false  friend, 
0  cruel  traitor,  0  Heaven  I  i  am  undone!  0  wretched  youth!  i 
thought  i  hated  thee ;  but  thy  misfortune  hath  turned  My  Hate  to 
.Pity. 


92  FIRST    BOOK      IK    COJ^PDSITIOW. 


LESSON    XXXII, 

A    REVIEW. 

What  is  a  sentence?  .How  many  kinds  of  sentences  aro  there? 
What  is  a  declarative  sentence?  an  imperative  sentence?  on  inter- 
ro2:ative  sentence?  an  exclamatory  sentence  ?  • 

What  is  a  phrase  ?  What  is  a  clause  ?  What  is  a  relative  clause  f 
a  participial  clause?  an  adverbial  clause?  a  vocative  clause? 

When  is  6ne  ^jjoun  said  to  he  in  apposition  wij;h  ortother  ? 

What  is  punctuation?  Name  the  characters  used  in  punctuation. 
Where  is  the  period'  placed  ?  What  is  the  period  also  used  to  de- 
note ?  Where  is  the  interrogation  point  used  ?  the  ^clamation  point  f 
Where  should  the  colon  be  placed?  What  is  Iho  semicolon  used  to 
separate  ?  Repeat  the  rule  for  the  use  of  the  semicolon  between  de- 
pendent clauses  ;  the  rule  that  relates  to  examples. 

For  what  is  the  comma  used  ?  What  is  the  rule  that  relates  to 
the  use  of  the  comma  in  the  case  of  clauses  and  phrases  ?  What 
are  the  fouj  principal  clauses  that  fall  under  this  rule  ?  Mention 
fioine  of  the  phrases  that  fall  under  it.  What  is  the  rule  that  re- 
lates to  to  the  subject  of  a  >ierb  ?  to  the  omission  of  words  ?*  to  cer- 
tain conjunctions  ?  to  nouns  in  apposition?  to  words  used  in  pairs  ?  ' 

EXERCISE.  ^ 

Copy  the  following  extracts,  inserting  ns  may  be  re- 
quired, capital  letters,-  punctuation  points,  and  the  pther 
marks  used  in  -writing,  described  in  Lesson  XXVIII. 

1.  The  Bushman  and  the  missionary,  the  bushmcn  are  a  very  de- 
graded and  ignorant  race  who  live  in  southern  africa  not  far  from  the 
cape  of  good  hope  A  missionary  who  for  some  time  had  been  la- 
boring to  introduce  Christianity  among  thera  took  occasion  one  day 
to  speak  of  the  great  objects  of  creation  and  the  duties  of  man.  at 
laBt  he  asked,  what  is  the  chief  end  of  man  The  bushmcn  w«re  si- 
lent for  several  moments  apparently  reflecting  what  answer  they 
shculd  give  to  this  difficult  question  At  length  one  of  them  who  - 
seemed  inspired  by  a  s  ddcn  idea  replied,  to  steal  oxen. 

2.  The  bravery  o<"  iJoratius  codes,     when  porseuna  king  of  the 


yiBST   B©<!)K    IN     eOMPOSITIOK.  v8 

etrurto  w^  endeavoring  to  re-establish  tarqumluB  superbus  <^n  the 
throne  he  attacked  romo  and  had  the  good  fortune  to  take  the  jam- 
.ulum  at  the  t..  ass.nU     At  th.  .  risi.,  ^-^^'^J'^^^'^Z^ 
^sentinel  but  a  man  ot  the  greatest  courage  posted  himself  at  me  ex 
tremity  of  the  Sublician  bridge  and  alone  withstood  the  whole  fore* 
^f  the  enemy  till  the  bridge  was  broken  down  behind  him.    he  then 
threw -him&elf  into  tho  tiber  and  swam  over  to  his  tnends  uaUurt 
by  either  his  fall  or  the  darts  of  the  enemy 
•g.  by  wisdom  tutored  poetry  exalts 

her  voice  to  ages  and  informs  the  pag© 
;^yith  music  imjige  sentiment  and  thought 


LESSON    XXXIII* 

A   REVIEW, 

toii  what  is  the  dash  uged  ?    For  what  are  pwrenthesei  ap4  bradf. 
'^U^  .used  ?    For  what  is  itc  apostrophe  used  ?  quotation  marks  t  thf 

twphen  ?  the  caret  ? 
jaep^at  the  leu  rules  for  the  use  of  the  capital  letters, 

EXERCISE. 

^opy  the  following  extracts,  inserting  as  m^y  be  r©* 
quired,  capitr.l  letters,  punctuation  points,  and  the  otner 
marks  used  in  writing. 

Ljahs.  aristides  among  the  athenitns'  and  eg>ai»inonda8  among 
the  tfcebans  arc  said  to  have  been  sucL  lovers  of  truth  ihat  they 
never  told  a  lie  even  in  joke,  atttleus  likewise  .with  whom  c.cerQ 
was  v^y  intimate  neither  told  a  lie  Mmaelf  nor  cauld  bear  1t*n  oth^ 
i  hateihat  man  achille^  used  to  say  as  much  as  i  do  tbe  gates  ol' 
plutowhG  Bays  one  thing  and  thinks  another.  Aristotle  bears  his 
testiujony  as  follows  liars  are  not  believed  a^en  when  to^  Bpe«fcl£ 
ibe  truth.     Sincerity  i.  one  of  the  most   important  yivine^ihU  »W 

can  possess.  ,        .      ^#  i  ,,.  -,-i_ 

2,  The  AFFrcTiONATE  DoLPni.N.    duri-^  t««r«i2nor  i.^    .«»      r 


1)4'  FIRflT   BOOK     IK     C0MP08ITI0K. 

augustus  A  dolphin  formed  an  attachment  to  tho  son  of  a  poor  maK 
who  used  to  feed  him  with  bits  of  bread,  every  day  the  dolphin 
when  called  by  the  boy  swam  to  the  surface  of  the  water  and  after 
having  received  his  usual  meal  carried  the  boy  €n  his  back  from 
baise  to  a  school  in  puteoli  and  brought  him  back  in  the  same  man- 
ner The  boy  alter  a  time  died  and  the  dolphin  coining  to  the  usual 
place  and  missing  his  kind  master  is  said  to  have  died  of  grief 


TO  THE  TEACHEK. 

The  student  now,  having  been  carried  through  punctuation,  should 
be  required  to  punctuate  every  sentence  as  it  written  :  thus  he  will 
readily  learn  to  use  all  the  points  as  he  progresses  with  tho  art  of 
composition.  By  faithfully  pointing  out  his  mistakes,  and  referring 
him  lo  the  rule  violated,  the  pupil  will  soon  become  as /familiar  with 
punctuation  as  with  the  alphabet. 

.  Whilfe  the  student  is  writing  the  following  exercises,  he  would 
do  well  to  review  the  first Xwcnty-four  chapters ;  and  also  the-elev.ea 
chajvters  on  Punctuation. 


•  • 


yiUST   BOOK    m    eOMPOSITIGHf.  96 


SUBJECTS, 


DIVISION   II 


SUBJECT   NO.    l; 


AUTUMN  LEAVES. 


I.  When  do  the  trees  begin  to  put  on  their  bright,  warm 
colors  t 

2.  Does  the  first  frost  change  them  much  ? 

8.  How  do  the  woods  appear  after  the  first  frost  ? 

'  4.  How  after  the  second  or  third  ? 

5,  On  the  hills,  and  in  the  valleys,  and  by  the  roadside, 
what  is  seen  ? 

6.  What  are  the  different  colors,  in  this  bright  array  ? 

T,  What  tree,  or  shrub,  or  vine   puts*  on  the  most  bril- 
liant t-ttire  ? 

8.  What  color  does  the  maple  choose  ? 

9.  What,  the  oak  ? 
10.  What,  the  chcsnut  ? 

II.  What  trees  retsuin  their  green  dress^? 


P6 


wnat  mxm  iv  coMPo§mov. 


12«  Are  not  these  brilliant  colors  often  seen  in  beautiful 
contrasts? 

18.  How  does  a  group  of  trees  appear,  in  wflich  aTl  tribes© 
colors  are  mingled  ? 

14.  What  change  pj^sses  over  these  bright  leaves? 

15.  What  does  the  November  wind  do  with  them  ? 

16.  Wh^e  do  they  all  at  last  lie  ? 

17.  What  trees  aione^  retain  their  foliage,  to  shield  theso 
in  winter  ? 


TO  TBB  PUPIL, 


SUBJECT   HO.   1. 


You  can  describe  how  the  first  breath  of  frost  is  seen  i© 
the  changing  colors  of  the  leaves,  and  how  these  brilliant 
hues  gradually  spread  over  the  hill-sides  and  fill  the  val- 
leys ;  and  also  the  difi'erent  colors  assumed  by  the  difierentf 
trees.  You  will  find,  by  observing  them,  that  these  are 
not  entirely  accidental*  but  that  each  tree,  from  year  to 
year,  wears  nearly  the  same  autumn  dress.  The  maple 
assumes  the  greatest  variety  of  colors,  while  the  oak  and 
chesnut  are  more  uniform,  and  present  only  difierent  hues 
of  the  sairfe  color.  Yon  can  describe  the  effeet  of  these 
colors  contrasted  with  one  another  in  a  group  of  t-oes— ' 
from  the  dark,  unchanging  evergreen,  to  the  gayest  ma-^ 
pie — and  all  the  intervening  shides  of  the  other  trees,. 
and  the  effect  of  sunlight  upon  these  autumn  colors. 

In  studying  the  wondrous  changes  wrought  by  touches 
of  light  upon  this  autumn  scenery,  a  new  world  of  pleas' 


.  ...    iA  WM..a'OSlTI0N. 


ure  will  be  opened  to  you,  and  you  will  be  furnished  with 
abundant  material  for  description. 

You  can  mention  the  gradual  fading  of  these  bright 
leaves,  till  they  lie  scattered  by  November  winds  upon 
the  ground  ;  then  the  sombre,  desolate  appearance  of  the 
forests,  as  they  stand  waiting  for  the  winter  snow. 


SUBJECT  NO.   2. 

MOSS, 

1.  Are  there  not  many  kinds  of  moss  ? 

2.  What  kinds  are  found  upon  fences,  old  trees,  and 
roofs  of  houses  ? 

3.  Are  not  the  most  beautiful  moss  found  in  the  woods  ? 

4.  What  kind  do  you  like  best  ? 

5.  How  does  it  grow  ? 

6.  Do  you  not  often  find  many  kinds  growing  together  ? 

7.  Do  they  not  then  make  a  beautiful  carpet  ? 

8.  What  kind  of  berries  creep  over  this  carpet  ? 

9.  What  flowers  blossom  upon  it  ? 

10.  What  trees  wave  over  it  ? 

11.  What  lights  and  shadows  dance  upon  it  ? 

12.  What  little  birds  hop  over  it  ? 

13.  What  little  forest  animals  dine  upon  it  ? 

14.  What  nuts  do  they  find  hiding  away  in  it  ? 


I    y6  >..-ii"  uuij..  ly  ocnMi'osrriux. 


15.  Ifl  it  not  often  spread  out  by  the  sifle  of  a  brook  or 
spring  ? 

16.  Is  it  not  then  the  most  delightful  retreat  in   a  "warm 
summer  day  ? 


TO    THE  PUPIL. 
SUBJECT    NO.    2. 

You  have  seen,  probably,  many  kinds  of  moss,  creeping 
over  rooks  and  stones,  hanging  from  fences,  and  growing 
upon  the  roofs  of  old  houses,  and  upon  old  trees.  You 
can  dwell  upon  this  fondness  of  moss  for  old  things,  and 
speak  of  the  beautiful  effect  it  gives  to  every  thing  it 
.clings  to.  You  can  describe  the  various  kinds  you  remem- 
ber, particularly  those  which  groW  in  the  woods,  and 
which  form  such  a  beautiful  carpet  by  the  side  of  a  brook 
•or  spring.  Nothing  can  be  more  beautiful  than  this,  when 
it  is  fresh  and  green,  interlaced  with  running  vines,  and 
dotted  with  wild  flowers  and  bright  scarlet  berries.  No 
wonder  that  the  little  birds  like  to .  hop  round  upon  it,  or 
if  the  squirrel  chooses  it  for  a  dining-room ;  all  this  you 
describe  \i\  your  own  words,  and  make  as  pretty  a  picture 
of  it  as  you  can. 

You  should  descril'C  any  given  kind  of  moss,  as  you 
would  do  if  you  wanted  some  for  a  particular  purpose, 
and  were  sending  for  it  by  a  person  who  had  never  seen 
any.  In  such  a  case  you  would  endoavor  to  distinguish 
it  from  all  ether  kinds,  in  such  a  way  that  he  would  be 
sure  to  bring  you  the  right  kind  of  moss.  This  would  be 
a  very  good  test  by  which  to  try  your  descriptions.  You 
can  speak,  too,  of  the  ornamental  uses  of.  moss,  if  you 
know  of  any.. 


FIRBT   :.  :)0K   IN'    COMPOSITIOIT.  tjO" 

SUBJECT  NO.  ,3. 

WILD-FLOWERS. 

1.  Are  not  these  flowers  to  Be  fourtd  from  early  in  the 
spring  till  late  in  autumn  ? 

2.  Are  they  not  most  beauiiful  in  spring  ? 

3.  Is  it  not  delightful,  after  the  tedious  cold  and  snow, 
to  see  the  liverworts,  and  the  anemones,  the  blue  violets, 
and  trailing  arbutus  and  columbines  blossom  one  by  one  ? 

4.  What  kind  of  flower  is  ihelivcrivort,  and  where  does 
it  grow  ? 

5.  The  anemone  ? 

6.  The  columbine  ? 

7.  The  trailing  arbutus  or  Mayflower  ? 

8.  The  honei/sucJde,  too,  w*hat  kind  of  a  flower  is  it,  and 
'where  does  it  grow  ? 

9.  Later  in  the  summer,  what  comes  ? 

10.  Are  not  the  laurel  bushes  covered  with  their  magtiifi- 
cent  blossoms;? 

11.  What  color  are  they,  and  how  do  they  grow  ? 

12.  What  kind  of  flower  is  the  wild  geranium  ? 

13.  The  cardinal  flower  ? 

14.  What  about  the  golden-rod  f 

15.  The  fringed  gentian,  too,  is  it  not  one  of  the 'last 
flowers  before  frost  ?    * 

IG.  When  do  these  beautiful  suramoj  visitants  fiijaJly  dis- 
appear ? 


%00  7IR8T   BOOK      IN'    COMPOSITION. 

TO   THE  PUPIL. 
SUBJECT    NO.     8. 

You  can  mention  by  name  the  variolis  flowers,  as  they 
appear  from  early  spring  till  late  in  the  autumn,  and  the 
reasons  why  spring  flowers  seem  the  sweetest.  These  you 
may  describe,  one  by  one,  as  you  remember  them,  men- 
tioning the  time  of  their  appearance,  and  the  places  where 
they  are  found ;  then  in  the  same  way  the  flowers  of  sum- 
mer  and  of  autumn,  ending  with  those  which  disappear  on 
the  arrival  of  frost. 

In  speaking  of  these  various  flowers,  you  should  endeav- 
or to  use  descriptive  terms  which  express  the  most  striking 
quality  of  the  flower ;  this  may  be  color^  as  in  the  cardinal 
flower  or  golden-rod  ;  or  fragrance,  as  in  the  Mayflower  ; 
or  profusion  of  blossoms,  as  in  the  laurel ;  or  it  may  be 
the  manner  in  which  it  grows; — in  clusters,  or  otherwise. 
To  seize  upon  this  quality  and  express  it,  may  often  re- 
quire careful  study ;  but  in  no  other  way  can  excellence 
in  description  be  attained. 

Very  few  of  these  beautiful  wild-flowers  have,  as  they 
all  ought  to  have,  beautiful  names.  If  you  please,  you 
can  exercise  your  fancy  in  suggesting  new  names. for  the 
flowers  whoso  old  ones  you  do  not  like.  Liverworts,  for 
instance,  you  might  call  **  Spring's  blue  eyes,"  or  "  May's 
blue  eyes,"  or  eimply  "blue  eyes,",  or  you  can  sugg^s^ 
anv  other  numc  wliich  may  occur  to  you. 


FIRST    B®OK    IN    COMPOSITlOK.  101 

SUBJECT     NO.    4. 

ROSES. 

1.  What  is  the  rose  sometimes  called  ? 

2.  Why  is  it  called  "  Queen  of  Flowers  ? 

#3.  Does  it  not  grow  in   greater  profusion  and  variety 
than  any  other  flower  ?       . 

4.  Is  it  not  more  fragrant  than  any  other  ? 

5.  Is  it  not  found  in  every  region  where  flowers  grow  ? 

6.  HoTT  tnany  varieties  have  you  ever  seen  ? 

7.  Whieh  do  you  think  most  beautiful  ? 

8.  How  many  kinds  of  white  roses  ? 

9.  How  many  of  pink  and  red  roses  ? 

10.  Are  there  yellow  roses  ? 

11.  Are  there  not  many  kifids  of  climbing  roses  ? 

12.  Which  is  the  most  beautiful  of  these  ? 

13.  What  kind  of  a  flower  is  the  wild  rose  ? 

14.  Is  not  the  "  sweet-brier  "  a  species  of  rose? 

15.  How  does  this  grow  ? 

16.  In  what  countries  are  roses  most  beautiful  and  abun- 
dant ?  • 

17.  Are  they  not  more  fragrant,  also,  in  southern  regionf?  ? 

18.  What  delicious  perfume  is  obtained  from  them  ? 

19.  Why  is  this  very  highly  esteemed  ? 


20^  FIRST    LOOK     15    tOMVOtilTlO'J. 

TO     ThE    P  U P  IL.. 
SUBJECT  NO.  4.* 

Ercrj  one  has  seen  more  than  one  kind  of  re  so  ;  for'' 
there  is  no'  flower  of  which  tkore  are  so  many  varieties  a§ 
this.  You  may  give  the  reasons  why  it  is  called  *'  Queen 
of  Flowers,"  and  also  name  and  describe  the  various  kinds 
you  have  seen,  specJving  particularly  of  the  differences  of 
color  and  fragrance  in  these,  and  giving  the  reasons  for 
their  names. 

You  must  not  forget  the  moss-rose,  and  the  beautiful 
variety  of  climbing  roses.  You  can  speak  of  the  luxuri- 
ant growth  of  these  latter,  the  pxofusioD  of  their  blos- 
soms, and  the  appearance  of  a  house  or  porch  covered  by 
one  in  full  blossom.  The  "  wild  rose,"  too,  and  especially 
the  "sweet-brier,'*  you  may  describe,  and  compare  them 
with  the  garden  rose. 

In  describing  any  given  rose,  you  should  endeavor  to 
apply  the  rule  given  in  the  preceding  instructions,  and 
speak  of  those  qualities  in  col©r,  size,  fragrance,  or  man- 
ner of  growth,  or  whatever  it  may  be,  by  which  it  is  dis- 
tini^uished  from  other  roses. 

You  can  mention,  also,  the  superior  size  and  fragrance 
of  the  roses  of  southern  regions,  and  the  kind  of  perfume 
obtained  from  them* 


SUBJECT    NO.    5. 

WATER-LILIES, 

1.  Are  not  these  Blossoms  among  the  loveliest  obj      i- 
in  th^  world  ? 

2-  Do  they  not  grow  in  beautiful  places? 


FIHBT  1IOOK    IN     COMPOBITION  103 

3.  How  does  a  kke  or   po?wi  look  when   covered  with 
•them  ? 

4,  What  color  is  the  flower,  and  what  kind  of  a  centre 
'ihas  it  ?  ' 

5.  Do  not  these  blossoms  appear  to  float  upon  the  ^v!lter  ? 

6,  What  kind  of  leaves  are  they  surrounded  by  ? 
7*  Where  are  the  roots  of  the  plant  ? 

8.  How  are  the  blossoms  and  leaves  connected  with  tho' 
root  ?  *  • 

9.  Is  not  this  stem  very  long  and  flexible  ? 

10.  At  night,  does  this,  flower  close  up  ? 

11.  How  does  it  appear  then  ? 

12.  How  are  these  flowers  gathered  ? 

18.  Is  it  not  delightful  to  go  in  a  boat  to  gather  them  ? 

14.  How  can  the  long  stems  bo  secured? 

15.  In  reaching  over  for  them,  must   one  not  be  careful 
about  upsetting  the  boat  ? 

16.  Is  not  a  fresh  bunch  of  these  lilies  a  splendid  bouquet  V 

17.  Have  they,  not  a  fresh,  delicious  fragrance  ? 


TO  THE  PUPIL. 

S  U  K  J  K  C  T    NO.    n 

No  one  can  see  these  beautiful  flowers  floating  upon  the 
wiitci,  \vithout  a  feeling  of  delight  sind  admiration.  You 
can  describe  tlie  nrsrearanc^  of  a,  l-il:"  r**   -o'^.^'i  ^-v---.. 


104  ,         FIRST    HOOK     IX     C0MP08ITI0W. 

with  them  ;  the  freshness  and  purity  of  the  white  bios- 
eoms  ;  the  manner  in  wliich  they  rest  upon  the  ^vater ;. 
the  color  of  the  outside  petals,  and  the  Appearance  • 
of  the  flower  when  closed  :  the  pointed  green  buds  ;  the 
shape  and  texture  of  the  leaves,  and  the  peculiarly  flat 
manner  in  which  they  lie  upon  the  water  :  also,  tl^e  kind 
of  stem  which  connects-  the  flowers  and  leavea  with  the 
roots  of  the  plant. 

You  can  describe  the  life  of  these  flowers  in  the  lovely 
places  which  are  their  favorite  haunts ;  the  banks  of  the  * 
ponds  and  streams  in  which  they  grow  j  the  shadows  and 
breezes  which  play  over  them  ;  the  little  fishes  which  dart 
about  among  them,  under  the  shelter  of  their  broad  flat 
leaves  and  the  little  bays  or  coves  which  they  cover  with 
iheir  blossoms. 

You  can  speak,  too,  of  the  way  in  which  these  flowers 
are  gathered ;  how  they  must  be  pulled  in  order  to  secure 
long  stems ;  the  danger,  in  reaching  too  far,  of  upsetting 
the  boat ;  the  pleasure  of  drawing  in  the  lilies,  one  after 
another  ;  the  beauty, of  afresh  buoquet  of  them ;  and  their 
delicious  fragrance. 


SUBJECT    NO.    6. 

UEGESS. 

\.  Is  nof  this  always  the  delight  of  all  Bohools  ? 

2.  At  what  hour  does  it  generally  come  ?  • 

.  T),  Is  not  tho   last  half  hour  before   recess   a  time  ot 
anxious  "wiitching  ? 

6.  Whea  tho  ])f.(ll  at  last  rings,  what  happens  i^ 


FIRST    BOOK  IN     COMPOSITION.  105 

6.  Is  it  not  a  scene  of  confusion  ? 

7.  If  it  is  summer,  what  does  every  one  do  2 

8.  How  is  your  school-room  situated  ? 

9.  What  kind  of  a  play-ground  have  you  ? 

10.  What  games  do  you  play  in  it  ?    ^ 

11.  In  winter,  how  is  the  recess  spent  ? 

12.  What  do  older  pupils  do  ? 

13.  What  do  the  younger  ones  do  ? 

14.  W  hat  games  are  then  most  popular  ? 

15u  Does  not  recess  appear  to  fly  by  very  quicMy  ? 

16.  What  happens  when  the  bell  rings  for  study-hours 
again  ? 

17.  In  a  few  minutes,  is  not  every  thing  changed  ? 

18.  What  is  every  one  doing  ? 


TO  THE  PUPIL, 
SUBJECT    NO.   6. 

This  is  a  subject  upon  which  every  one  <5an  write  with- 
out difficulty ;  for  recess  is  the  delight  of  every  pupil. 
You  cai^  describe  the  impatience  with  which  it  is  looked 
forward  to  by  all ;  how  slowly  the  minutes  seem  to  go  by, 
before  the  welcome  sound  of  the  bell  for  'recess ;  then  the 
scene  which  follows :  if  summer,  the  rush  which  is  made 
out  of  doors,  and  the  various  amusements  entered  into  by 
different  groups,. or  by  the  whole  school  together.  You 
can  describe  the  situation  of  your  school-room,  and  the 


ion  FlicST    DOOK      IN'    COMroSITION'. 

pleasant  plicos  around    it,    whlcli    arc   tlio  resort   of  tlie 
pupils  at  this  time.     If  there  are  aivy  trees  near   it,  you ' 
can  ;r\yct  a  description  of  these,  and  of  the   scenes  which 
.take  place  under    them.     If  there    is   a   brook,    describe 
tliat,*and  the  sports  connectT^d  with  it ;  or,  if  you  have  only 
a  play-ground,  the  groups  which  cover  it,  and  the  games 
which  are^  played  upon  it:  then,  as  the  cold  weather  comes 
on,  the  changes  which  take  )lace  in  the  sports  entered  in- 
to :  tlie  various  in-djor  games  which  are  introduced. .  You 
can  mention  the  mosli  popular  ones,  and  describe  the  man- 
ner in  which  they  are  played.     You   can  speak,   too,  of 
the  swiftness  with  which  the   moments   of  recess  fly  by  ; 
the  ringing  of  t!ie  bell  for  'study-hours  to  recommence: 
and  the  change  which  thc:^»  takes  place  in  the  appearance 
of  the  sc;hool. 


SUBJECT  NO.  7. 
J]  LIN  I)    il/yl^Y'/7     nUFF. 

1.  Is  not  this  one  of  trie  most  cxcltin<x  ^ramcs  that  can 
be  phiyod  ? 

ti.  Is  any  one  too  old,  or  too  young  to  play  it  ? 

o.  Wha"  is  the  first  step  to  be  taken  in  phiying? 

d.  Ilov.-  is  the  person  to  be  blindfolded  .selected^ 

o.  Must  not  the  blindfcd  ling  be  done  fairly  ? 

•  0.  IIow  do  the  others  satisfy  themselves  about  tliis  ? 

7.  "What  then  takes  place  ? 

b'.  Wliat  is  the  objootion  of  th(>  person  blindfolded? 


FIRST  EOOK   IN  COMrOSlTlON.  107 

0.  What  is  the  object  of  the  others  ?  * 

10.  Is  it  not  very   difficult   to    catch   any    one    who    is 
fairly  blindfolded? 

11.  Is  it  not  necessary  to  move  about  cautiously  ? 

12.  What  is  the  dan^xer  ? 

18-  Docs  not  the  blindfolded  person  sometimes  become 
quite  bewildered  ? 

14.  If  he  succeeds  in  catching  any  one,  what  iollows? 

15.  If  he  does  not  succeed,  and  gives  up,  how  does  A^ 
game  proceed  ?  iPf 

IG.  Why  is  it  almost  impossible  to  play  this  game  out  of 
doors  ?  " 


» 


TO    TUE   PUPIL. 

SUBJECT    !^0.    7. 

This  game  is  a  great  favorite  with  every  one,  especially 
on  Thanksgiving,  or  similar  occasions.  You  may  describe 
the  zeal  with  which  it  is  entered  into  at  such  times;  the 
curious  string  of  words  with  which  the  one  to  be  blind- 
folded is  chosen,  and  the  moaning  of  these  words,  if  you 
can  suggest  any.  You  may  describe,  also,  the  various 
ways  which  are  tried  to  prove  that  the  blindfolding  has 
been  fairly  done:  then,  when  this  point  has  been  ascer- 
tained, the  general  running  and  dodging,  and  shouting 
and  screaming  which  takes  place :  the  cautious  groping 
of  the  blindfolded  person,  and  the  bewildered  manner  in 
which  he  funs  about ;  the  devices  of  the  others  to  confuse 


108  FIRST    BOOK     IN     COMPOSITION. 

him,  and  to  get  out  of  the  way  when  he  approaches  them  r 
also  what  takes  place  when  he  succeeds  in  catching  one ; 
the  struggles  of  the  person  caught  to  get  free  ;  the  en- 
deavors of  the  catcher  to  guess  whom  he  has  caught,  and 
if  he  is  successful  in  this,  the  manner  in  which  the  game 
proceeds. 

You  can  mention  the  antiquity,  of  this  game,  and  give 
an  account  of  its  origion,  if  you  can  learn  anything  about 
it.  You  can  speak,  also,  of  the  reasons  why  it  is  an  es- 
pecial favorite  with  children. 


peci8 

I 


t  SUBJECT    NO.     8. 

A  PIG-NIG. 

1.  Was  the  Pic-nic  much  talked  of  beforehand.? 

2.  What  was  the  place  fixed  upon  for  it  ? 

3.  What  kind  of  a  place  was  it  said  to  be  ? 
4;  What  was  the  time  fixed  upon  for  going  ? 

5.  What  preparations  were  made  ? 

6.  What  were  the  baskets  filled  with  ?       ,  • 

7.  When  the  day  came,  was  it  clear  or  doubtful  weather  ? 

8.  Did  you  ride  or  walk  ? 

9.  Was  the  road  a  pleasant  one  ? 

10.  At  what  time  did  you  arrive  at  the  Pic-nic  gro'und?' 

11.  How  was  it  situated  ? 

12.  What  took  place  upon  arriving  ? 

13.  What  preparations  were  made  for  the  dinner'.?. 


PmST   BOOK   IN   COMPOSITION.  109 

14.  How  was  the  table  arranged  ? 

15.  Was  not  the  dinner  scene  a  merry  one  ? 

16.  What  followed  after  dinner  ? 

17.  How  late  in  the  afternoon  did  you  stay  ? 

18.  Was  the  ride  home  a  pleasant  one  ?  * 

19.  Was  there  a  brilliant  sunset  to  be  seen  ? 

20.  What  changes  did  it  pass  through  ? 


TO  THE  PUPIL, 


SUBJECT    NO.    8. 


Very  few  IJjc-nics  are  got  up  and  carried  through  with- 
out a  great  deal  of  talking  and  planning  ;  sometimes  the 
plan  is  proposed  several  weeks   before  it   is  carried  into 

execution. 

» 

You  can  mention  how  long  beforehand  the  Pic-nic  you 
describe  was  talked  about;  the  discussions  with  respect  to 
the  preparations  ;  the  packing  of  the  baskets  ;  the  doubts, 
hopes,  and  fears  with  regard  to  the  weather ;  the  arrival 
of  the  day ;  the  assembling  of  the  party  ;  and  the  man- 
ner in  which  you  rode  or  walked.  You  can  describe, 
also^  your  adventures  by  the  way,  or  any  amusing  circum- 
stance which  may  have  happened  ;  the  dispersing  of  the 
painty  in  various  groups  on  arrival  at  the  Pic-nic  ground  ; 
the  search  for  a  pleasant  dining-room ;  the  different  places 
proposed ;  the  one  finally  decided  upon ;  its  advantages 
over  the  other  places  ;  the  scene  which  ensued ;  the  un- 
packing of  the  baskets  ;  the   arrangement  of  the  table ; 


110  FTIIST    DOOK    IN'    COMPOSITION'. 

anfUho  various  preparations  for  the  dinner  :  then  the  as- 
sembling of  the  part/ at  dinner,  and  how  the  afternoon 
>va3  spent.  You  can  give  a  description,  also,  of  the  ride 
home,  and  of  a  beautiful  sunset  seen  upon  the  way. 


SUBJECT    NO.. 9. 

A    SLEIGH-EIDE. 

.   1.  Under  what  circumstances  was  the-  ride  taken  ? 

2.  Who  were  your  companions  ? 

3.  Was  the  sleighing  fine  ? 

4.  What  kind  of  a  day  was  it  ?  ^ 

5.  AVhat  precautions  did  you  take  against  the  cold  ? 

6.  What  kind  of  a  sleigh  was  it  ? 

7.  Did  you  fly  along  rapidly  ?  ^     ,    ' 

8.  What  road  did  you  take  ? 

9.  Was  there  much  snow  to  be  seen  ? 

10.  How  did  the  mountains  and  hills  appear  ? 

11.  The  trees  and  bushes  ? 

12.  The  ponds  and  streams? 

13.  How  would  these  have  appeared  if  it  had  been  summer? 

14.  Was  it  not  exciting  to  feel  yourself  going  along  so  fast? 

15.  Did  you  meet  many  sleighs  ? 

IG.  Did  not  fingers  and  toes  begin  to  freeze  at  last  ? 


FIRflT    nOOK    IN    COMPOSITTOS'  Hi 

17.  In  spite  of  the  cold,  however,  did  you  not  enjoy  tho 
ride  ? 

18.  Was  it  not  pleasant  to  get  baqk  again  by  the  warm 
-fire  at  home  ? 


TO  THE  PUPIL. 
SUBJECT   .NO."  9. 

In  describing  a  sleigh-ride,  you  can. speak  of  the  exhil- 
arating eifect  of  the  bracing  air ;  the  clear  blue  sky  ;  the 
bright  sun  ;  tbe  swiftness  of  the  motion,  and  the  sound  of 
the  sleigh-bells.  You  can  contrast,  also,  the  scenery 
which  you  saw,  with  the  same  in  its  summer  dress  ;  the 
bleakness  of  the  mountains  and  hills  f  the  clear,  distinct 
outlines,  so  different  from  the  soft  warm  haze  of  summer  : 
then  tho  trees,  with  their  thousand  leafless  twigs,  with  ' 
their  appearance  in  summer  ;  the  ponds  and  streams,  stiff 
in  their  icy  covering,  with  their   summer  life  and  beauty. 

By  calling  up  vividly  before  your  mind  the  landscape 
as  it  is  in  summer,  you  will  be  better  able  to  describe  the 
changes  wrought  by  Winter,  with  his  frost  and  snow,  in 
every  part  of  it,  for  you  will  feel  more  keenly  what  he 
has  taken  from  it, — from  the  fields,  from  the  brooks,  from 
the  trees,  the  hills,  tlie  skies,  and  the  air. 

You  can  describe,  also,  the  beauties  of  a  winter  land- 
scape ;  the  pure  white  enow;  the  sparkling  of  ice  in  the 
sunbeams ;  the  evergreens  loaded  with  snow,  and  the  deep 
blue  sky  ab(^ve  it  all ;  also  the  gradual  freezing  up  of  all 
idesLS,  and  the  pleasure  ef  being  again  by  the  warm  fireside. 


112   •  FIEST   BOOK      IJf    COMPOSITION. 

SUBJECT  NO.    10. 
A    MENAGERIE. 

1.  What  wag  the  arrival  of  tho  Menagerie  preceded  by  ? 

2.  What  did  the  handbills  announce  ? 

3.  Did  it  not  awaken  a  great  deal  of  expectation  and 
curiosity  ? 

4.  Was  not  the  entrance  of  the  Menagorie  a  time  of 
great  excitement  ? 

5.  Did  not  everybody  turn  out  to  witness  it  f 
G,  What  headed  the  procession  ?  * 

7.  What  were  the  musicians  seated  in  ? 

8.  What  followed  ? 

9.  What  did  these  cages  contain  ?'  • 

10.  In  what  kind  of  a  place  was  the  Menagerie  exhibited  ? 

11.  How  were  t^e  cages  arranged  in  this  tout  ? 

12.  Was  there  not  a  great  erowd  in  attendance  ? 
13J  What  animals  interested  you  most  ? 

14.  Did  the  keeper  enter  the  lion's  cage  t 

15.  How  did  he  manage  it,  ? 

16.  V/hat  performances  took  place  wi:h  tl^iso-  ixwnkeys  't 

17.  What  witji  the  elephants  ? 

18.  Was  not  the  exhibition  fatiguing? 

19.  Were  you  not  glad  wUcn  it  was,  over-'? 


FIRST     BOOK     IN    COMPOSE ilOS.  i  13 

TO   THE  PUPIL. 
SUBJECT     NO.     10. 

tou  can  describe  the  handbills  or  advertisements  which 
^nerally  precede  the  arrival  of  a  menagerie  in  a  place ; 
th€  wonderful  attractions  they  always    oifer,  and  the  ex- 
citement which  this  creates  among  tho  children :  then  the 
triumphal  entry  of  the   caravan   on  the  day  appointe- ; 
the  music  ;  the  magnificence  of  the  musician's  car ;  the 
trappings  of  the  horses  and  the  elephants  ;   the  singular 
effect  produced  by  those  of  tho  elephants ;  the  number  of 
wagons  or  cages  which  follow,  and  the  crowd  which  this 
sight  attracts  :  then  the  opening  of  the  exhibition  ;the  va- 
rious animals  and  tkeir  performances,  particularly  the 
olephant;   the   manner    in   wnich   he  eats   an  apple,  or 
any  thing  else  which  is  given  him.     You  can  describe  the 
character  of  the  elephant,   and  relate  any  anecdotes  you 
may  have  read  in  illustration  of  any  of  his  traits.     You 
can  speak,  also,  of  the  habits  of  this  animal  in  his  wild 
state;    of  the  countries  in  which  he  is  found;  what  ho 
lives  upon ;  the  size  to  which  he  sometimes  grows;  and 
the  manner  in  which  he  is  caught  and  tamed.     You  can 
mention,  also,  the  animals   with  which   you  were  most 
pleased,  and  describe  them;  also,  the  wonderful  feats  of 
the  mookeys,  ajad  the  way  the  keeper  managed  the  lion 
when  he  entered  the  cage,  or  any  thing  else  which  inter- 
«cstedyou. 


114  FIIiST    UOOX     IN    COMrOSlTlOff- 

SUB  JECT    NO.    11. 

A    FAIR. 

1.  'Arc  there  not  many  kinds  cf  Fairs  ? 

2.  For  what  different  purposes  are  they  held  ?         \ 

3.  What  is  the  object  of  a  Horticultural  Fair  t  ^ 

4.  What  does  the  display  consist  of  then  ? 

5.  What  is  the  object  of  an  Agricultural  Fair  ? 

6.  "^Yhat  takes  place  then  ? 

7.  Are  not  Fairs  often  held  for  the  DurDosc  of  raising; 
money  ? 

8.  What  docs  the  exhibition  generally  consist.  c<£? 

9.  How  is  it  conducted  ? 

10.  Did  yau  ever  attend  such  a  Fair  ?     . 

11.  Did  you  over  assist  in  getting  up  one  ? 

12.  How  was  the  room  decorated  ? 

•     13.  How  were  the  tables  arranged  ? 

14.  What  kind  of  articles  were  for  sale  upon  ihavtx  't 

15.  By  wh-om  were  these  sold  ? 

16.  Was  there  a  post-office  in  the  Fair  ? 

17.  How  was  this  condueted  ?  v 

18.  AYere  there  many  visitors  ' 

li>.  Were  most  of 'the  articles-  sold  f 

20.  How  long  did  the  Fair  last  I 

21.  How  did  it  end?   ' 


FIRST    nOOK    W    0OMPv)STrTOK.  115 

TO  TEE  rrpii: 
s  u  B  J  E  c  T  :n  0  .  1 1 . 

You  can  speak  of  the  different  objects  for  which  Fairs 
arc  held,  and  mention  those  which  are  most  common,  and 
%vhat  each  of  these  is  called.     You  can  describe  the  dis- 
play of  flowers,  fruits,  and  vegetables,  at  a  Horticultural 
Fair,  and  the' manner  in  which  this  is  generally  conducted; 
also,  an  Agricultural  Fair,  in  which  a   cattle   snow  is  the 
most  prominent  feature  :  both  these  afford  great  scop  for 
description,  particularly  the  latter,  in  the  variety  of   ani- 
mals exhibited,  and  the  various  ways  in  which  superiority 
among  them  is  tested.     If  you  prefer  to  describe  this  kind 
of  fair,'you  can  give  an  account  of  the  preparations   nade 
for  it  by  the  farmers  for  weeks  beforehand.     You  cnn  des- 
cribe, also,  the  place  where  the  exhibition  was  held    then 
the  morning  of  the  fair  ;  the  trains  of  animals  ;   ban  Is  of 
m«sic  and  crowds  of  wagons  ;  the  different  kinds  of  noises  ; 
then  the  various  parts  of  the  exhibition,  and  the  dis  ribu- 
tion  of  prizes. 

Fairs  are  also  often  hold,  in  order  to  raise  mono  /  for 
benevolent  purposes.  You  can  speak  of  the  manr or  in 
which  these  are  generally  got  up;  how  tho  various  ait  idea 
to  be  sold  are  furnished;  tho  decorations  of  the  r(  oms ; 
the  arrangement  of  the  different  tables  ;  the  comj»any 
present,  &c. '.also,  who  presided  at  the  tables;  how  long 
the  Fair  continued  ;and  the  amount  raise  1  bv  the  sal  j  of 
tlie  articles.  ■• 


116  FIRST    BOOK    IV    COMPOSITION. - 

SUBJECT    NO.     12. 
THANKSOIVINO, 

1.  What  is  Thanksgiving  ? 

2.  Bv  whom  was  this  festival  first  celebrated  ? 

3.  Under  what  circumstances  ? 

4.  Was  it  not  at  first  celebrated  only  in  New  England  ? 

5.  Is  it  not  now  observed  by  many  other  States  ? 

6.  How  long  beforehand  do  children  begin  to  count  the 
days  and  weeks  to  Thanksgiving  ? 

7.  What  preparations  sre  made  for  it  in  the  kitchen  ? 

8.  yow  many  kinds  of  pics  and  puddings  ? 

9.  What  kind  of  pie  figures  most  prominently  ? 

10.  What  does  the  farmer  bring  to  market  ? 

11.  What  is  the  principal  thing  to  be  secured  ? 

12.  Are  the  poor  forgotten  in  these  preparations  ? 

13.  How  is  the  morning  of  Thanksgiving  day  occupied  t 

14.  After  church  what  takes  place  ? 
16.  How  does  the  table  look  ? 

16.  How  does  the  dinner  go  off  ? 

17.  How  are  the  afternoon  and  evening  spent  ? 

18.  Is  not  this  a  great  day  for  family  meetings  ? 

19.  Does  not  every  one  try  to  be  at  home  then  ? 

20.  Ought  not  this  festival  always  to  be  observed? 


S-IRST    DOOK    IN    COMPOSITION.  lit 

TO    TEE  FUPIL. 
SUBJECT  NO.   12.    - 

Every  one  knows  that  Thanksgiving  is  a  religious  festi- 
val of  rejoicing  and  giving  thanks.  In  writing  upon  this 
subject,  you  may  mention  the  circumstances  in  which  it 
originated,  and  the  manner  of  its  first  observance.  You 
can  describe,  also,  the  present  mode  of  observing  the  day; 
the  pleasure  with  which  it  is  anticipated  by  every  one  ; 
the  divei^s  kinds  of  pics  and  puddings  concocted  for  the 
occasion  ;  the  dreadful  slaughter  of  turkeys,  geese,  and 
chickens — the  articles  which  the  farmer  brings  to  market, 
the  fat  turkey  which  every  one  looks  out  for :  then  the 
manner  in  which  Thanksgiving  day  is  spent ;  the  various 
games  which  occupy  the  afternoon  and  evening.  You 
can  descjribe  &  family  party  gathered  on  Thanksgiving 
evening ;  the  difierent  ages  of  the  persons  who  are  brought 
together,  and  who  all  siare  alike  in  these  games.  You  can 
speak  of  some  one  occasion  of  this  kind  which  you  may 
have  enjoyed  very  much,  and  give  an  account  of  the  amuse- 
ments entered  into,' and  all  the  pleasant  things  which  oc- 
curred. You  can  speak,  also,  of  the  manner  in  which  the 
poor  are  remembered  on  this  occasion ;  also  of  the  pleas- 
ant family  gatherings  which  always  takes  place  at  this  time, 
and  of  the  various  beneficial  efiects  resulting  from  the 
gbservance  of  this  festival. 


SUBJECT    NO.    13. 
F  OUR  TH   OF  JULY, 

1.  What  is  the  origin  of  this  celebration  ? 

2.  What  is  the  date  of  the  event  it  commemorates  ? 

'i.  Is  it  a  religious  festival,  like  Thanksgiving  V 
.10 


118  I'IKST    BOOK    IN    COMPOSITION*      *J 

4,  Is  it  observed  all  over  the  country  ? 
6.  What  preparations  are  made  for  it  ? 

6.  Do  not  boys  begin   weeks   beforehand   to  save  their 
money  for  it  ? 

7.  What  do  they  spend  it  in  ? 

8.  How  does  the  day  open  ? 

9.  How  many  cannons  are  fired  ? 

10.  What  is  this  followed  by  ? 

11.  What  sounds  are  heard  incessantly  ? 

12.  Are  there  not  great  crowds    to  be  seen  everywhere  ? 

13.  What  is  seen  at  every  corner  ? 

14.  What  is  sold  at  these  stalls  ? 

15.  Is  there  not  a  great  deal  of  molasses  candy  sold  by 
small  boys  ? 

16.  How  do  they  carry  it  about  ? 

17.  How  does  the  day  end  ? 

18.  What  sometimes  take  place  in  the  evening  ? 

19.  Does  not  this  day  commemorate  the  greatest  event 
in  history  ? 

20.  Ought  not  its  observance  to  be  perpetuated  ? 


TO    THE  PUPIL. 
•    SUBJECT    NO.    13. 

The  mention  of  this  subject  brings  up  to  every  one 
memories  of  scenes  which  are  repeated  on  every  return  of 
the   day ;    of  cannons,  soldiers,  parades,  drunken  men- 


FIRST    BOOK    IN    COMPOSITION  ll9 

fighting  men,  crowds  of  men,  women  and  children,  horses 
and  carriages,  fire- crackers  incessantly  sounding,  boys 
with  molasses  candy,  stalls  of  apples  and  gingerbread : 
from  early  morning,  when  one  is  wakened  by  the  roar  of 
the  -cannjons,  till  late  at  night,  after  the  last  cracker  has 
been  fired  and  the  last  skyrocket  sent  up,  there  is  no  peace 
for  eyes  or  ears.  All  these  various  sights  and  sounds  you 
'may  describe  in  any  order  you  please  ;  or  you  may  give  an 
account  of.a  Fourth  of  July  which  was  celebrated  in  some 
particular  manner — by  a  pic-nic,  .or 'some  kind  of  proces- 
sion; and  describe  the  arrangements  for  the  occasion  ;  the 
manner  in  which  it  passed  ofi*;  the  speeches  which  were 
made,  &c. 

You  may  precede  your  description  of  the  celebration 
of  this  day,  if  you  choose,  with  a  brief  history  of  the  War 
of  the  Revolution,  the  success  of  our  struggles,  the  Decla- 
ration of  Independence,  and  the  manner  in  v/hich  this. was 
drawn  up  and  signed.  You  will  find  all  these  particulars 
in  any  history  of  the  United  States. 


SUBJECT    NO.    14. 
CHRISTMAS. 

1,  Is  this  an  American  festival,  like  FcTurth  of  July  or 
Thanksgiving  ? 

2.  How  did  it  originate  ? 

o.  What  did  it  first  commemorate  ? 

4.  How  is  it  observed  in  this  country?  . 

5.  What  do  children  do  the  night  before  Christmas? 
C.  What  do  they  expect  to  find  in  the  morning  ? 

7.  Who  are  they  told  fillerl  their  stockings  ? 


120  FIRST    BOOK    IN    COMPOSITION. 

8.  What  sort  of  a  person  is  Santa-Claus  said  to  be.  ? 

9.  How  is  he  dressed? 

10.  llo\Y  does  he  get  about  ? 

11.  What  does  h^  carry  in  his  sleigh  ? 

■  12.  How  does  he  enter  the  house  in  the  night  ? 

13.  What  does  he  leave  in  naughty  children's  stockings  ? 

14.  What  takes  place  on  Christmas  morning  ? 

15.  Are  the  children  not  up  before  daylight  ? 

16.  What  greetings  are  iieard  all  over  the  house? 

17.  Does  not  Santa-Claus  sometimes  get  up  a  Cliristmas 
tree  ? 

18.  How  does  he  manage  this  ? 

19.  Is  not  this  day  observed  religiously  by  many  ? 

20.  How  are  the  churches  decorated  for  the  occasion  ? 

21.  Do  they  not  present  a  beautiful  appearance  ? 


TO  THE  PUPIL. 
SUBJECT    NO.    1,4. 

This  festival  is  not,  like  ThanksGjivinf]:  and  -Fourth  of 
July,  of  American  origin,  but  it  has  been  celebrated  for 
many  hundred  years  as  the  anniversary  of  the  most  im- 
portant event  in  the  world's  history — the  birth  of  Christ — 
and  because  this  event  brought  joy  to  the.  world,  it  was 
celebrated  as  a  day  of  rejoicing  ;  at  first  religiously,  and 
it  is  so  observed  by  many  persons  at  this  day :  many 
churches  are  beautifully  decorated  with  evergreens,  and 
opened  for  religious  services. 


FIRST    BOOK    IN    COMPOSITION.  121 

With  children,  ho^^ever,  this  has  becomo  a  i^reat  d:\y 
for  receiving  giftfe ;  they  find  their  stockings  full  of  all 
sorts  of  good  things  on  Christmas  morning,  and  they  are 
told  that  a  certain  Santa-Claus,  whose  name  was  originally 
St.  Nicholas,  a  little  old  man,  vjueerly  dressed  in  furs, 
and  driving  a  sleigh  drawn  by  six  little  reindeer,  enters 
the  house  by  coming  down  the  ohimney,  and-  fills  their 
stockings. 

Almost  every  one  has  some  fancy  about  this  Santa- 
Claus,  and  his  visits.  You  can  give  a  description  of  him 
as  you"  imagine  him  to  be  ;  of  all  the  particulars  of  his 
dress  ;  of  the  presents  he  carries  ;  of  the* size  and  shape 
of  his  sleigh,  and  the  trappings  of  th6  reindeer  ;  or  any 
impression  you  may  have  concerning  him.  You  can  speak 
also,  of  the  manner  in  which  you  are  accustomed  to  ob- 
serve this  day. 


DIVISION   III. 


SUBJECT    NO.  1.  • 

A    MOUNTAIN. 

1.  What  is  the  highest  mountain  or  rock  you  have  ever 

visited  ?  ' 

2  Where  is  it? 

3.  What  is  its  name,  and  why  was  it  so  naijied  ? 

4.  How  hisrh  is  it  ? 

5.  How  high  is  its  shape  ? 

6.  Is  it  covered  with  trees,  or  is  it  bare  rock  ? 


122  FIRST    DOOK     IN    COMPOSITION. 

7.  Is  it   connected  with   other   hills,  or  docs   it   stand 
alone  ? 

8.  What  is  the  appearance  of  the  range  to  which  it  be- 
longs? 

9.  Is  the  ascent  to  the  mountain  difficult  ? 

10.  Is  the  view  from  the  top  fine  ? 

11.  At  what  season  did  you  see  it  ? 

12.  At  what  time  in  the  day  ? 

13.  Was  the  atmosphere  clear  or  hazy  ? 

14.  What  lay  at  the  foot  of  the   mountain — a  river  or 
meadows  ? 

15.  Beyond,  what  Was  seen — villages,  lakes,  or  a  town  ? 

16.  What  bounded  the  view  in  the  horizon  ? 

17.  How  does  this  view  compare  with  others  you  have 
seen  ?  ^ 


•  TO    THE  PUPIL. 

S  U  B  J  E  C  T  .N  0  .  1 . 

You  may  describe  some  mountain  you  haVe  visited  or 
seen,  placing  its  name  at  the  head  of  your  composition  as 
your  subject  ;  or,  better  still,  you  may  visit  some  eleva- 
tion in  your  vicinity  from  which  a  fine  prospect  may  be 
seen,  and  answer  these  questions  from  the  point  of  view 
itself.  , 

If  you  describe  things  as  you  actually  see  them  before 
you,  your  description  will  be  life-lihe — that  is,  it  will  por- 
tray objects  as  they  really  arc,  at  a  given  time ;  but  if 
you  trust  to   your  memory,    you  will  be  apt   to  use   only 


FIRST    BOOK     IN    COMPOSITION.  l2S 

general  terms,  which   are  not   capable  of  conveying  defi- 
nite images  to  the  mind. 

Kemember  that,  in  all  descriptions  of  nature,  it  is  not 
so  much  the  objects  themselves  about  which  you  are  to  con- 
cern .yourself,  as  these  objects  seen  under  some  particular 
ligJit— for  what  is  true  of  them  at  one  time  may  be  false  at 
another  ;  the  spire  of  a  church,  for  instance,under  a  cloudy 
sky,  is  one  uniform  color,  whatever  it  may  be  ;  while,  in 
the  rays  of  the  setting  or  the  rising  sun,  one  half  will  be 
in  dazzling  light,  and  the  other  half  in  deep  shadow,  and 
so  all  objects  are  being  continually  transformed  by  chang- 
ing lights  and  shadows. 


SUBJECT    NO.    2. 
A    BROOK. 

1.  Is  there  a  brook  near  where  you  live  ? 

2.  Does  it  run  fast  or  slow  ? 

3.  Is  its  bed  stony  or  clear  ? 

4.  Is  its  bed  noisy  or  still  ? 

5.  Does  it  wind  about  much  ? 

6.  Does  it  pass  through  woods  and  meadows' 

7.  What  kind  of  trees  shade  it  in  the  woods  ? 

8.  What  grows  on  its  banks  ? 

9.  What  fringes  its  side  in,the  meadows? 

10.  What  kind  of  bushes  mark  its  course? 

11.  Are  there  any  fishes  in. the  brook? 


X24  FIU8T    BOOK      IN    COMPOSITION, 

12.  What  kind  are  they  ? 
•  13.  Did  you  ever  catch  ahy  ? 
'  14.  How  did  y/)U  manage  this  ? 

15.  Did  you  ever  launch  any  little  boats  in  it  ? 

16.  What  became  of  them  ? 

17.  Did  you  ever  tumble  in  the  brook  ? 

18.  How  did  it  happen  ?  • 

19.  Did  you  ever  wade  about  in  the  brook  ? 

20.  Is  it  not  pleasant  to  do  this  in  a  warm  summer  day. 


.    TO   TEE  PUPIL. 
SUBJECT    NO.    3. 

You  may  put  the  name  of  th€  brook  you  describe  at  the 
head  of  your  composition,  as  your  subject;  or,  if  it  has 
no  name,  you  can  invent  one  for  it,  which  will  have  an 
af^reeable  souud  and  at  the  same  time  be  descriptive  af 
somo  of  its  qualities — such  as  "  Windins;  Brook,"  "  Stony 
Brook,"  or  ''Merry  Brook,"  or  wliatever  it  may  be;  also, 
in  your  descriptions  of  tke  scenes  through  w'hich  it  passes, 
remember  to  individualize  as  much  aS  possible  :  that  is, 
instead  of  using  general  terms,  such  as  "flower  "bush," 
"tree,"  which  canveys  only  general  ideas  to  the  mind, 
V  me  nnzncZmt^^ta?  flower,  bush,  or  tree,  which  calls  up 
;  >.^e  particular  image.  It  is  this  individualizing  which 
gives  vividness  to  a  description.  For.  example,  the  par- 
ticular terms,  "  blue  meadow-lily,"  "  golden  buttercup," 
"red  barberry  bush,"  "  dark  hemlock,"  each   convey  a 


FIRST  BOOK   IN  COMPOSITION.  125 

i 

distinct  image  to  the  mind,  and  give  it  a  peculiar  feeling 
of  pleasure,  which  it  does  not  receive  from  the  general 
teriifs  "flower,"  '^bush,"  "tree." 

Remember,  also,' that  an  object  must  be  described,  not 
only  by  some  striking  quality,  but  also  by  someparticu- 
lar  aspect:  thus,  if  you  were  describing  a  barberry-bush, 
in  blossom,  you  would  not  speat  of  it  as  red  ;  and  so  with 
all  other  objects. 


SUBJECT    NO.    2. 

A    W A  TERFALL. 
-*■ 

1.  Did  you  over  visit  any  waterfall  ? 

2.  Where  was  it  .^  ' 

3.  What  was  it  called  ? 

4.  Why  was  it  so  called  ? 

5.  IJjider  what  circumstances  did  you  visit  it? 

6.  Was  the  approach  to  the  fall  easy  or  difficult  ? 

7.  Was  it  through  a  ravine? 

8.  What  kind  of  a  ravine  was  it  ? 

9.  Was. the  bed  of  the  brook  rocky  ? 

10.  Did  you  hear  the  fall  before  you  saw  it  ? 

11.  Did  yoii  first  see  it  from  above  or  below? 

12.  What  was  the  scenery  around  the  fall  ? 

18.  Over  what  kind  of  rocks  did  the  watjr:  fall  ? 
14.  How  high  was  the  fall  ?  .  • 


12G  pirst  book   in  composition. 

15.  T)id  it  fall  in  one  sheet,  or  was  it  broken  up  ? 

16.  How  was  it  broken  up  ? 

17.  What  was  the  so.und  of  the  falling  water  ? 

18.  How  did  the  stream  below  appeal  ? 

19.  Were  there  any  falls  below  this  one  ? 

20.  What  was  the  course  of  the  stream  ? 

^1.  Did  it  come  out  into  quiet  meadows  at  last  ? 


TO    TEE  PUPIL. 
SUBJECT    NO.    8. 

Under  this  subject  you  can  describe  a  visit  to  some 
waterfall,  taking  its  name  as  the  subject  of  your  composi- 
tion. 

The  approach  to  a  waterfall  is  almost  always  wild  and 
picturesque,  and  is  therefore  a  good  subject  for  description. 
By  the  term  *"' picturesque^''  is  meant  ''^  that  wJiich  would 
he  beautiful  in  a  picture  ;''  and  in  the  turnings  and  wind- 
ings of  a  ravine  there  are  often  a  succession  of  little  views 
w^hich  would  make  beautiful  pictures  if  they  were  painted. 
This  succession  of  picturesque  views  you  should  endeavor 
to  bring  before  the  mind  m  language.  In  order  to  do  this, 
you  should  try  to  imagine  in  what  way  an  artist  would 
represent  the  scene  you  wish  to  describe — the  lights,  shad- 
ows, and  colors  he  would  use,  and  how  he  would  arrange 
these  ;  and  remember,  that  whatever  can  be  represented 
in  a  picture^  can  be  expressed  in  language. 

You  should  have  in  your  mind,  not  merely  a  general^ 
confused  idea'of  rocks,  stones,  running  water,  wild  pla- 
ces, and  a  great  deal  of  scrr^mhling  to  be  done,  but  a  die- 


FIRST    BOOK     IN  COMFOSITION.  12T 

tinct  impression  of  each  successive  view  in  the  approach 
to  the  fall,  and  finally  of  the  fall  itself,  and  describe  each 
as  if  it  were  a  picture  bj  itself.  In  this  way  you  will 
succeed  in  conveying  to  the  mind  of  another,  the  impress- 
ion which  the  visit  to  the  fall  made  upon  yourself. 


SUBJECT     NO.    4. 
A    8PRII^G. 

1.  What  is  a  spring  ? 

2.  Whore  does  water  in  springs  come  from  ? 

3.  What  becomes  of  it  when  it  flows  out  of  the  spring  ? 

4.  What  do  the  brooks  flow  into  ? 

5.  What  becomes  of  the  rivers  ? 

6.  Did  you  ever  see  a  sprifig? 

7.  Where  was  it? 

8.  Was  it  shaded  by  trees  ?  '  . 

9.  Were  there  any  flowers,  or  mosses,  or  ferns  around  it  ? 

10.  Did  you  drink  from  it*? 

11.  Was  the  water  pure  and  cold?  . 
12. 'How  deep  was  it  ? 

13.  What  became  of  the  water  that  floWed  from  it  ? 

14.  Is  not  a  spring  always  a  stopping  place  for  children 
in  their  rambles  ? 

15.  How  do  they  contrive  to  drink  from  it  ? 

16.  Is  the  water  in  all  springs  cold  ? 


l2o  FIKST   BOOK    IN      COMPOSITION. 

lY.  What  do  you  know  about  the  famous  Kot  SpriDgs? 

18.  How  can  they  be  accounted  for  ? 

19.  What  other  kinds  of  springs  are  there  ? 


TO   TEE  PUPIL. 
S  U  B  J  E  C  T    N  0  .    4  . 

•  Th©  name  of  the  spring  you  describe  you  can  take  for 
the  subject  of  your  composition  :  or,  if  it  has  no  name,  you 
should  give  it  one  which  is  descriptive  of  some  of  its  qual- 
ities, or  of  something  in  its  situation. 

In  describing  it  you  should  bring  together  all.  that  is 
delightful  about  the  spring,  and  in  the  scenery  around  it, 
so  as  to  form  an  agreeable  picture.  You  can  speak  of  'the 
manner  in  which  it  is  kept  £lled,  and  give  an  imaginary 
description  of  the  sources,  deep  in  the  earth,  from  which 
the  water  wells  up,  or  trickles  down  into  its  baain  ;  and 
then  of  its  outflowing,  and  the  beauty  and  verdure  which 
gather  around  its  borders.  You  should  try  to  imagine 
that  the  spring  itself  has  life,  and/eeZs  as  you  would,  in 
its  place  ;  and  that  the  trees,  mosses,  ferns,  and  flowers 
which  grow  ^around  it,  have  feeling  also:  this  will  give 
you  a  keener  perception  of  all  that  is  pleasant  about  the 
plac€3  in  which  they  live. 

•  You  can  describe,  also,  the  scenes  which  take  place 
around  the  spring ;  the  merry  companies  of  children  that 
stop  by  it's  side ;  their  expedients  for  drinking  from  it ; 
the  kind  of  cups  they  make  out  of  leaves,  and  the  suc- 
cess of  their  experiments,  and  any  incident  connected 
with  these  visits.  '  • 


i^IRST    BOOK   IN    COMPOSITIOls*  129 

SUBJECT   NO. 5    . 
A    MOONLIBET   SCENE. 

i.  Was  it  in  Bumm^  or  in  winter  ? 

2.  Was  the  moon  just  rising,  or  was  it  high  in  the  heavens  t 

3.  Were  there  any  clouds  in  the  sky  ?J 

4.  Were  they  touched  hy  the  moon's  light  ? 

5.  Were  there  any^flying  clouds  to  be  seen  ? 
6:  How  did  this  affect  the  light  ? 

7.  What  were  the  most  distant  points  seen  ? 

8.  How  did  the  light  strike  upon  them  ? 

9.  Nearer,  what  was  seen  ? 

10.  Close  at  hand,  what  appeared? 

11.  How  would  the  same  scene  have  looked  in  broad 
day-light  ? 

12.  Were  not  its  common-place  features  invisible  in  the 
taoonlight  ? 

13.  Was  not  all  that  was  fin0  seen  in  shadowy  outlines  T 
14j  Were  the  colors  of  the  landscape  visible  ? 

15.  Was  there  any  thing  seen  but  silvery  lights  and  dark 
shadows  ? 

16.  How  were  these  distributed  over  the  scene  f 

17.  What  was  the  effect  produced  ? 

18.  How  did  it  compare  with  a  sunset  scene  ? 


TO   THE  PUPIL. 
SUBJECT    NO.    5.     . 

You  may  take  any  season  you  please  for  this  description^ 

either  summer,  when  the   effect   of  moonlight   streaming 

through  the  openings  in  the  heavy  foliage  is  so  enchanting ; 

or  winter,  when  the  ground,  covered  with  snow,  reflects  it 

11 


130  FIRST    BOOK    IN    COMPOSITIOIf. 

with  such  brilliancy,  and  the  moon  and  stars  are  so  glo- 
riously beautiful.  You  should,  however,  describe,  a  real 
Bcene,  and  not  an  imaginary  one  ? 

The  first  thing  to  be  noticed  in  descriptions  of  moon- 
light scenery  is,  absence  of  colot — the  sun  is  the  great 
painter  of  the  world,  the  first  touch  of  his  rays  upon  a 
landscape  brings  out  a  multitude  of  ^lors,  all  fresh  and 
glowing;  but  the  moon  is  like  an  artist  who  uses  only 
black  crayons,  nothing  is  seen  in  her  landscapes  but  sil- 
very lights  and  shadows;  these,  however,  she  distiib- 
uets  with  wondrous  effect  over  the  scene.  In  your  des- 
criptions, therefore,  you  should  be  guided  by  the  great 
artist  herself — the  moon — and  bring  out  in  language  the 
points  which  she  touches  with  her  rays,  and  describe  also 
the  sombre  effect  produced  by  those  features  of  the  sceno- 
over  which  she  casts  a  dark  drapery  of  shadows. 

You  can  speak  of  the  effect  upon  the  mind,  of  these 
deep  shadows  ;  the  vague  terrors  of  the  imagination  wHich 
they  inspire.  You  can  compare,  also,  with  respect  to 
beauty,  a  moonlight  with  a  sunset  sr.ene. 


SUBJECT    NO.    ti. 

A    2  UUNDER-STOKM. 

1.  What  kind  of  day  was  it  ? 

2.  In  what  month  ? 

3.  Were  there  any  signs  of  a  coming  storm  ? 

4.  What  was  the  first  indication  in  the  sky  ?  \ 
6.  How  did  the  clouds  roll  together  ? 

6.  Did  it  grow  very  dark  ? 

7.  Was  there  a  sound  of  risin;:r  wind  ? 


FIRST    BOOK     IN  COMrOSITIOJT.  131 

8.  "Was  there  distant  thunder  ? 

9.  Were  there  flashes  of  lightning  ? 

10.  As  the  storm  drew  nearer,  did  these  increase  ? 

11.  Did  the  wind  begin  to  roar  among  the  trees  ? 

12.  Did  it  toss  their  branches  ? 

13.  How  did  the  rain  beajin  to  fall  ? 

14.  Did  it  increase  rapidly  ? 

15.  Did  in  fall  in  torrents  ? 

16.  Did  it  flood  the  roads  ? 

17.  Was  any  living  creature  to  be  seen  ? 

18.  How  long  did  the  storm  last  ? 

19.  Did  it  clear  away  suddenly  ? 

20.  How  did  everything  appear  after  the  sform  ? 

21.  Was  there  a  rainbow  to  be  seen  ? 


TO  THE  PUPIZt, 

SUBJECT    NO.    6.     ■ 

Under  this  subject  you  may  first  give  a  picture  oi  a 
drought  which  preceded  the  storm,  and  describe  the  feel- 
ing of  the  atmosphere  and   the  appearance  of  the   earth. 

You  may  mention  individual  plants  and  animals,  and 
the  manner  in  .which  they  were  afi'ected  by  .the  want  of 
rain  :  then  the  gathering  6f  the  storm,  the  rumbling  thun- 
der, the  rising  wind,  flashes  cf  lightning,  the  rolling  to- 
getherr  of  the  clouds. 


188  PIRST   BOOK   IN   (JOMPOSlftON. 

You  can  describe  the  forms  of  the  clouds,  and  the 
changes  that  took  place  in  them  till  they  overcast  the 
heayens,  and  poured  their  deluge  of  .rain  upon  the  earth, : 
also,  the  manner  in  which  the  wind  twisted  and  tossed  the  , 
branches  of  the  trees ;  the  terri-fic  claps  of  thunder  and 
flashes  of  lightning  in  the  midst  of  the  pouring  rain  :  then, 
after  the  storm,  the  refreshed  appearance  of  the  plants 
you  had  noticed  as  drooping  under  the  drought.  Also, 
in  describing  the  rainbow,  you  can  speak  of  the  extent  of 
the  arch,  the  breadth  of  its  belt  of  colors,  the  order  of 
their  arrangement,  its  brilliancy,  and  its  fading  away. 

You  can  speak  of  the  cause  of  this  appearance  in  the 
heavens,  and  give  the  reasons  wUy  it  does  not  follow  every 
thunder-storm.  You  can  also  allude  to.  the  promise  which 
was  once  given  in  connection  with  the  rainbow,  and  the 
occasion  of  that  promise. 


SU  B  JECT     NO.    7. 

A    SNOW-STORM. 

1.  Had  the  storm  been  long,  in  gathering  ? 

2.  What  was  the  appearance  of  the  sky  ? 
8.  How  did  the  air  feel  ? 

.4.  Was  the  ground  hard  and  frozen  ? 

5.  Was  the  landscape  drejiry  ? 

6.  How  did  the  flakes  begin  to  fall  ? 

7.  Did  the  storm  increase  ? 

8.  Wa3  there  any  wind,  or  was  it  still  ?. 


'  FIRST  B0(t6    1»  COMPOSITION.  \%t( 

9.  Did  the  snow-flakes  fill  the  air  ? 

1§,  How  did  every  thing  begin  to  appear — trees,  fenceSy 
branches,  twigs  ? 

11.  Were  there  any  drifts  ? 

12.  Were  any  sleighs,  or  any  people  to  be  seen  plunging 
through  the  snow  ? 

13.  How  long  did  the  storm  continue  ? 

14.  Did  it  clear  off  bright  and  cold  ? 

15.  How  did  every  thing  look  in  the  sunlight  ? 

16.  Was  not  every  twig  loaded  ? 

17.  How  did  the  evergreens  look  ?  ^ 

18.  Did  people  begin  to  break  paths  in  the  snow  ? 

19.  Did  the  slcigh-bclls  begin  to  be  hoard? 

■'20.  Did  not  every  one  rejoice  that  the  storm  was  over  ? 


TO    TEE  PUPIL.  ' 

SUBJECT   NO,    T.    ^ 

Under  this  subject  you  wish  first  to  convey  to  the  mind 
an  impression  of  the  peculiar  bleakness  and  chilliness 
which  generally  preced^  a  long  snow-storm.  You  can 
describe  the  various  indications  of  the  Coming  snow,  in 
the  feeling  of  the  air  and  the  appearance  of  the  sky ;  the 
solid  bank  of  snow- clouds  in  the  horizon ;  then  the  grad- 
ual manner  in  which  the  storm  begins ;  the  silent,  leisurely 
fall  of  the  snow-flakes,  in  contrast  of  that  of  rain-drops ; 
the  powdered  appearance  of  the  earth  after  the  first 
sprinkling ;  then  the  increase  of  the  storm ;  the  thick  flakes 


134  FIRST  BOOK  IN  COMPOSITION. 

filling  the  air ;  the  increasing  depth  of  the  snow ;  the ' 
white  heaps  to  be  seen  everywhere  ;  the  wind  whirling  and 
sweeping  ov^r  it,  and  roaring  in  the  tops  of  the  trees : 
then  the  bright  clearing  up ;  the  beauty  of  the  white  snow- 
drifts in  the  sunlight,  and  of  the  loaded  trees — particular- 
ly the  dark  evergreens,  in  contrast  with  their  white  burden. 
Endeavor  always  to  give  the  'particular  aspect  of  what- 
ever you  wish  to  describe:  thus,  ^'the  wind  whirls — it 
sweeps  the  edge  of  the  drifts,"  is  more  descriptive  than 
*'  the  wind  blows,"  because  the  former  gives  not  only  the 
fact^  but  also  the  manner  of  the  blowingj^  while  tho  latter 
ezpresses  nothing  but  the  fact. 


"^ 


;SUBJECT    NO.    8. 

AN    AURORA    BCREALIS. 

1,  In  what  regions  are  these  displays  more  brilliant  ? 

a.  In  what  part  of  the  heavens  do  they  always  begin  to 
appear  ? 

3.  Why  are  they  called  "Northern  Lights?" 

4.  What  are  they  called  by  inhabitants  of  some  north- 
ern regions  ? 

5.  Why  do  they  give  them  tho  name  of  *'  Merry  Dan- 
cers?"   .  • 

6.  What  was  the  most  brilliant  one  you  ever  saw  ? 

7.  In  what  season  did  it  occur  ? 

8.  At  what  time  in  the  evening  did  you  first  see  it  ? 

9.  Was  the  sky  cloudless,  or  were  there  clouds  ? 
JO*  Was  the  moon  visible  ? 


•  / 

FlKbT    BOOK    IN    COMl'OSrflOJJ.  '         185 

11,,  What  was  the  first  appearance  of  the  Aurora? 

12.  In  what  way  did  it  increase  ? 

13.  Did  it  assume  any  color  ? 

14.  Were  th^re  waves  and  columns  of  light  ? 

15.  What  was  the  appearance  of  these  waves  ? 

16.  Did  the  streams  of  light  shoot  up  rapidly  ? 

17.  Did  they  extend  around  the  whole  heavens'? 

18.  Was  the  brilliancy  variable  ? 
19.'  When  was  it  greatest  ? 

20.  IIow  long  did  the  display  continue  ?  r 

21.  Is  the  cause  of  these  appearenccs  known  ? 


TO  THE  PUPIL. 
SUBJECT    NO.    8  . 


The  magnificent  displays  oi  the  Aurora  Borealis,  or 
Northern  Lights,  occur  most  frcvjuently  in  winter,  though 
they  sometimes  appear  with  great  splendor  in  the  sum- 
mer season.  No  one  has  ever  accounted  for  thoan  satis- 
factorily; We  know  not  whence  they  come,  nor  w*hither 
they  go  ;  j\nd  this  mystery  hanging  over  their  sudden  ap- 
pearance and  disappearance,  adds  greatly  to  the  feeling 
of  awe  and  wonder  wdth  which  we  view  their  bright  visi- 
tations. 

You  can  expand  this  idea,  or  put  it  in  another  form,  as 
an  introduction  to  your  composition,  if  you  choose ;  and 
then  proceed  with  a  description  of  the  appearance  of  the 
sky  before  the  Aurora  began ;  the   clouds  in  the  northern 


136  FIRST    BOOK    tV   CotJ^OSmON. 

horizon  ;  the  manner  in  which  the  streams  of  light  shot  * 
out  of  them  :  the  "waves  and  columns  of  light  which  fol- 
lowed ;  the  rapid  changes  of  motion  and  color  in  these  ; 
tiie  extent  end  brilliancy  of  the  Aurora  ;  the  time  of  its 
continuance,  and  its  final  disappearance.  You  should  study 
to  find' a  variety  of  terms  expressing  rapidity  of  motion 
and  brilliancy  of  color  ;  such  as — darting,  shooting, 
streaming,  waving,  glancing,  kindling,  flashing,  luminous 
vivid,  glowing  ;  and  make  a  careful  use  of  these  in  your 
description. 

In  doing  this,  you  will  be  much  assisted  by  considering 
the  hints  given  in  tho  preceding  instructions. 


SUBJECT    NO.  9. 


A   SUREISK 

1.  Was  it  in  summer  or  winter  ? 

2.  From  what  point  did  you  watch  the  sunrise  ? 
ft.  What  were  the  distant  features  in  the  view  ? 
; .  What  was  nearer  ? 

5.  "^^'joat  were  close  at  hand? 

6.  What  kind  of  a  light  preceded  the  sunrise  ? 

7.  Did  this  continue  brighter  and  brighter  ? 

8.  What  sounds  were  heard  ? 

9.*  Were  there  any  clouds  in  the  cast  ? 

10.  What  kind  of  clouds  were  they  ? 

11.  How  did  they  indicate  the  approaching  sunrise  t 


F1R9S    BOO?    IS    OOMPOSITIOU.  1S7 

12.  IIow  did  they  change,  in  shape  and  color  ? 

13.  What  was  the  first  appearance  of  the  sun  ? 

14.  What  was  the  first  point  touched  by  his  light  ? 

15.  What  was  the  efi'ect  produced? 

16.  Was   there   any  dew,  or   frost,  or  mist  seen   in  the 
light  ? 

17.  IIow  did  this  look  ? 

18.  Were  there  any  long  shadows  cast  ? 

19.  By  what  objects  ? 

20.  Did  these  grow  shorter  and  shorter  ? 

21.  IIow  long  was  it,  before  the  sun  was  fairly  risen? 


TO    TEE    rUPIL. 
SUBJECTN0.9. 

Tha  best  advice  that  can  be  given  you  in  writing  upon 
this  subject,  is  to  describe  an  actual  scene — selecting 
some  point  which  commands  a  pleasant  view,  and  giving 
the  changes  as  they  took  place  under  your  own  observa- 
tion. 

You  should  mention  the  season  in  which  the  sunrise 
occurred,  the  kind  of  light  which  preceded  the  rising  of 
the  sun,  and  the  appearance  of  tlio  sky  and  clouds. 

You  should  also  describe  the  various  points  in  the  land- 
scape, as  it  was  spread  out  before  you  in  this  uniform  gray 
light ;  and  then,  the  changes  which  took  place  in  each  of 
these  points  successively,  under  the  magic  touch  of  the 
sun's  ray  ;  also,  the  morning  mist,  the  dew-drops  catching 
the  light,  the  long  shadows,   the  fresh  air,  the   morning 


'^iiM^^jL^JlM* 


TOO 

FIRST   BOOK    IN   COMPOSmoW. 

th.s  .  capable  of  being  wroughtin  a  beautiful  desTr  ^io  " 
Kemember,  U  :s  ^ith  description  as  with  painting^I 

Ime  of  the   landscape,  but  something  also    of  the   effect 

produced  by  Lghts,  shadows  and  eolo'^rs,  must  be  conveyed 

the  mmd,  otherwise  the  description  will  be  wanting  in 

completeness.  ^ 

SUBJECT   NO.    Jo. 

A    SUNSET. 
1.  Under  what  circumstances  did  you  observe   the  sun-  . 

.    2.  What  was  the'season  1 

3.  What  kind  of  a  day— clear  or  hazy  ? 

4.  What  was  your  point  of  view  ? 

5.  How  high  was  the  sun  when  you  began  to  watch  it. 
progress  ?  ^ 

6.  Were  there  any  clouds  in  the  sky  ? 

7.  How  did  these  change  in  shape  and  color  ? 

8.  What  were  the  nearest  features  in  the  view  ? 

9.  Beyend  these,  wha|(^  were  seen  ? 

10.  What  were  the  most  distant  points  ? 

^tiig  s^nT  '^'^  '''^'  '^  '^"'''  "^P^"^  ^^  "^'^  '^^y'  ^f  ^^^  set- 
12.  Was  there  any  haze  over  the  landscape  ? 


FIRST  BOOK    IN     COMPOSITION.  139 

13.  What  was  its  appearance  on  the  mogt  distant  hills  ? 

14.  Wli  it  on  those  next  nearer  ? 

15.  How  was  it  with  the  nearest  ? 

16.  Were  there  any  deep  shadows  to- bo  seen  ? 

IT.  What  points  were  euccessively  illuminated  ? 

18.  What  gradual  changes    took   place  as  the  sun  sunk 
lower  ? 


TO    TEE  PUPIL. 

SUBJECT  NO.  10. 
You  may  take  as  your  subject  a  summer  sunset.  This 
is  a  glorions  theme  for  a  description.  It  is  a  favorite  with 
every  artist  who  wishes  to  paint  a  beautifillt^picture,  on  ac- 
count of  the  brilliance  of  the  sky,  tt^iev^owing  colors  of 
the  landscape,  the  strong  contrasts  of^.i-he  lights  and  shad- 
ows, and  the  haze  which  fills  the  atmosphere,  giving  such 
a  beautiful  softness  to  every  thing. 

In  studying  a  scene  of  this  kind  for  the  purpose  of  dc* 
scribing  it,  you  should  observe  the  effect  of  this  haze.  On 
the  most  distant  hills  it  may  be  alight,  pearly  tint,  hardly 
to  be  distinguished  from  the  sky  j  on  those  i^ext  nearer,  its 
color  will  be  more  decided  ;  and  on  thc.next,  IjijQferent  still ; 
while  over  the  nearest  objects,  it  assumes  a  great  variety 
of  beautiful  hues. 

You  should  also  notice  the  effect  of  strong  light  in  chang- 
ing the  appearance  of  objects.  A  liWle  cluster  of  twigs, 
upon  which  the  rays  of  the  setting  sun  may  strike,  will 
look  as  if  they  had  been  dipped  in  gold ;  and  though  you 
may  know  them  as  they  really  are,  you  must  describe  them 
as  they  api^ear. 

Great  care  must  be  taken  in  the  selection  of  right  de- 
scriptive terms,  for  this  is  as  essential  to  a  fine  description, 
as  is  the  proper  choice  of  colors  to  a  fine  painting. 


CONCLUSION. 

Qjie  subjects  embraced  in  Division  III.  arc  inexliausti*i' 
ble  in  their  character,  since  by  changing-the  point  of  view 
in  each,  the  subject  itself  is  changed. 

The  pupil  will  thus  find  it  an  excellent  exercise,  to  take 
the  same  subject  two  or  three  times  in  succession,  varying- 
his  compositions  according  to  the  scene  selected  for  de- 
scription. In  the  study  of  Nature  he  will  find  an  ample^ 
variety  of  material. 

These  exercises  in  description  are  of  the  highest  itnpor-f 
tance,  as  laying  the  foundation  of  all  freshness  and  vivid- 
ness of  style.  The  pupil  should  be  thoroughly  trained  in 
them  before  attempting  any  other  branch  of  composition. 


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PrailCATIOKS  BY  BRANSOK,  FAERAR  &  GO., 


FIRST   BOOK    IN  COMPOSITION, 


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Deeigned  for  the  t>se  of  Prcparatorj  Schools.  Tho  snbject  is  made  easy  to  the  ^ 
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